improving education for english learners: research based approaches:
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Improving Education for English Learners: Research Based
Approaches:Chapter 5
Programs and Practices for Effective Sheltered Content Instruction
Jana Echevarría, CSU Long BeachDeborah Short, Center for Applied Linguistics
Today’s format…
• Pair discussions –graphic organizer with focus questions
• Briefly touch upon sections 1-5
• Focus on sections 6-8
1. Role of First-Language Literacy
2. Role of English-Language Literacy
3. Sociocultural Context
4. Social vs. Academic Language
The Eight Guidelines for Teaching Literacy to English Learners
Review of Chapter 4
What’s on your mind?
1. Rationale for focus on Sheltered Instruction Observation Protocol (SIOP) , pp. 251-252
2. Rationale and Components of SDAIE in providing ELs access to content subjects, pp. 253-262
3. Pedagogical Models of Sheltered Content Instruction with a focus on SIOP (Sheltered Instruction Observational Protocol), pp. 262-264
4. Components and features of the SIOP model, pp. 264-271
Chapter 5 OverviewEight Sections
5. Application of the SIOP model, pp. 272-276
6. Research Syntheses, pp. 276-2867. Program Models, pp. 287-297 8. Professional Development, pp. 297-301
Chapter 5 OverviewEight Sections (cont’d)
History of Sheltered Instructionp. 256 Figure 5.1Language-Learning Emphasis 1900-1970s (Historical approaches)
• Grammar Translation
• Direct Method (1980s)
• Audiolingual Method
• Communicative approach
Content-Learning Emphasis
• SDAIE (1980s-today)
• A set of techniques (some with individual research bases) for gaining access to content
p. 259, Figure 5.1Partner As work together. Partner Bs work together
What are the differences between the two types of instruction?
Goals of Content-Based ELDand Sheltered Content Instruction
Interaction ofLanguage-Content-Task
EL in class
Emerging
understanding
of English
Content
knowledge
Complete a task
Learn how to do the task
All of the highlights listed on these pages have been mentioned in previous chapters:
The processes of L2 literacy development are influenced by a number of variables (L1 literacy, SES)
Certain L1 skills transfer to English Literacy Teaching the 5 major components of reading to Els is necessary
but not sufficient for developing academic literacy. Academic literacy in L1 facilitates the development of academic
literacy in English. High quality instruction for ELs is similar to high quality
instruction for EOs, but ELs who are not at advanced levels need accommodations.
ELs need enhanced, explicit academic vocabulary development.
Section 6: Research Syntheses (pp. 276-278)
Scheduling for students◦ Access to and completion of courses necessary to
graduate from HS◦ Flexible pathways into regular curriculum
Explicit timeline and set of coursework that leads to graduation
Extend students’ time for learning◦ Extension of the school day, before, after, or
summer. Considerations for beginners
◦ Additional time, primary language support, two years to cover a one year course
Section 7Program implementation should consider:
Section 8Professional DevelopmentEffective SIOP Professional Development
includes:
PLC Reflection on practices Discussing the implementation Coaching with knowledgeable trainers Modeling of lessons Refining lesson plans based on student
assessment Agreed upon strategies implemented school-wide
Conclusion…
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