Professional Documents
Culture Documents
Introduction
Participants will complete a graphic organizer of the differences and commonalities between ELD/ESL and SDAIE/sheltered instruction.
Elizabeth Jimenez demonstrates scaffolding techniques such as:
Activating students prior knowledge
Modifying language without simplication
Using the primary language to facilitate learning
Contextualizing language
Using media, technology resources, and other visual supports
Using formative and summative assessment and reteaching
Terminology to Know
Venn diagram
Prior knowledge
L-1, L-2
Scaffolding
CALLA
Before We Begin
ACTIVITY
Rather then jumping right into the instruction, we will start by tapping your existing knowledge. Think about what you know about ELD/ESL and SDAIE/ Sheltered Instruction. Complete the 3column chart on the following slide.
Possible Answers
ELD/ESL Both SDAIE/Sheltered Instruction
is a subject in which the content Techniques such as the use of is English listening, speaking, visuals, gestures, repetition, reading, writing graphic organizers and leveled questions for checking for understanding are used in both focuses on ELD/ESL standards ELD/ESL standards may be consulted by content teachers, is designed for English learners and some content standards may of all English proficiency levels be consulted by ELD/ESL teachers
Is a set of techniques used to make instruction more comprehensible for English learners focus is on content standards such as math, science, and social studies was designed for English learners who are intermediate proficiency and above
History simulation
Scaffolding Theory
Jerome Bruner, a cognitive psychologist, late 1950s
Scaffolding has been compared to learning to ride a bike by putting training wheels on the bike
The learner begins with modeling, supports, and coaching to aid learning.
The scaffolding becomes less important and the learning is gradually released to the autonomous learner.
Scaffolding Strategies
Providing English learners with support to enable them to successfully complete tasks that require academic language prociency:
Modeling
Bridging
Contextualization
Schema building
Metacognitive development
Text representation
Primary language support
Source: San Diego County Ofce of Education
students how experts think through problems. Perkins & Solomon (1989) point out that an expert's behavior appears to be strongly driven by prior knowledge, and that they will often construct a similar, simpler problem to work through before tackling bigger problems.
Thematic instruction (by topic such as school vocabulary) Thematic instruction (by purpose such as making a phone call to request info) is more powerful than memorizing lists of vocabulary
EXAMPLE My English learners come from a desert region in Mexico. We are going to read a story about ice shing in Canada. None of them (nor I) have ever been ice shing and know little about it. However, a few have been shing. I draw out from them what they know about shing to share with the class. I ask about and ll in a graphic organizer with the names of equipment, the steps in the process, and the places one might go to go shing.
References
Walqui, A. 2000, Strategies for Success, Engaging Immigrant Students in Secondary Schools, WestEd
Chamot, A. U., & OMalley, J. M. (1994). The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley.
Online English Language Center, video transcript: Module 01, Contextualizing Language http:// oelp.uoregon.edu/shaping_trans_01.html
Perkins, D. N., & Solomon, G. (1989, JanuaryFebruary). Are cognitive skills context-bound? Educational Researcher, 18(1), 16-25.
Uhl Chamot, Ana. Integrating Language, Content, and Learning Strategies in English Language Teaching