Instructional Methodology
Amy Culey
Central Office
amculey@kckps.org
Illustration of Relationships…
• Program Model (can either be a bilingual
model or an immersion model)
–Methods and Approaches
• Strategies and Techniques
ESL Instructional Program Models
There are two types of program models:
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Bilingual
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Immersion
• Bilingual Programs
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Dual Language Model
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Transitional Bilingual
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Maintenance Bilingual
The Short Bridge to English:
Transitional Bilingual Program
• Typically begins in elementary school by using
students’ L1 as the language of instruction
• Goals of a transitional bilingual program:
– Transition from L1 to L2 as quickly as possible,
typically within 1-2 years
– Develop L2 academic and linguistic competence
• The goal of a transitional bilingual program is
NOT necessarily to develop true bilingualism
or biliteracy as the program moves as quickly
as possible toward monolingual teaching and
learning.
The Long Bridge to English:
Maintenance Bilingual Program
• Also known as Developmental or Late-Exit
Bilingual Program
• Native language instruction continues after
English proficiency is attained.
• All students in this classroom are ELLs and
their L1 is the same.
• Goals of the Maintenance Bilingual Program:
– Maintain and enhance L1 abilities
– Develop English language proficiency and literacy
– Bilingualism and biliteracy
Dual Language Bilingual Program
• Also known as Dual Immersion and Two-Way
Immersion Programs
• 2 languages taught throughout school day
• Each language taught 50% of the day
• Native speakers of both languages are in the dual
language classroom
– Ideally about half of the class would be a native
speaker of English and the other half of the class
would be a native speaker of the 2nd language taught
(the goal is for English and non-English speakers to
become biingual and biliterate)
ESL Instructional Program Models
• Bilingual
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Transitional Bilingual Program
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Maintenance / Developmental / Late-Exit Bilingual Program
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Dual Language / Dual Immersion / Two Way Immersion
Bilingual Program
Immersion
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Pull-out Model
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Structured English Immersion
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Submersion with L1 support
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Push-in Model
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Sheltered Instruction
Pull-Out Model
• Students integrated into mainstream, Englishonly classroom in other subjects with no
special assistance
• Students pulled out for ESL instruction aimed
at developing English grammar, vocabulary
and communication skills, not academic
content OR for content ESL, which includes
academic content, vocabulary and concepts
• Goal: fluency in English
Structured English Immersion (SEI)
• All students in the classroom are ELLs
• English is the language of instruction
• It is also the main content - the focus is on the
rules and application of the English language.
• Academic content is secondary
• The idea is to provide explicit, direct
instruction about the English language
• SEI programs are usually designed to last one
academic year
• Goal: fluency in English
Submersion with L1 Support
• Students are mainstreamed
• Uses L1 to support English language content
instruction
• Develops very limited literacy skills in L1
• Bilingual teachers / aides tutor small groups of
students by reviewing particular lessons
covered in mainstream classes, using students’
L1
• Goal: fluency in English
Push-In Model
• The ESL teacher works within the mainstream
classroom. There are two push-in options:
– Co-teaching (the ESL and mainstream teacher plan
and teach together)
– Small group instruction (during independent work
time, the ESL teacher pulls a small group of
learners to a spot within the classroom to work on
skills)
• Goal: fluency in English
Sheltered Language Immersion
• All students in the classroom are ELLs (L1 may be
the same for all students or there may be many
different L1s in the class) – students are at around
the same language proficiency level
• Content instruction is in English, but the language
used is adjusted to match the proficiency level of
students in the classroom
• Focus is on making content comprehensible and
accessible to ELLs
• No native language support or development
• Goal: fluency in English
Sheltered Instruction Observation
Protocol - SIOP
• There are eight components to SIOP
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Preparation (language and content objectives)
Building Background
Comprehensible Input (Krashen – i + 1)
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
Krashen’s Input Hypothesis
• This hypothesis is related to acquisition, not learning.
Krashen theorizes that people acquire language best
by being exposed to materials that are slightly beyond
their current level of competence. He uses the phrase
comprehensible input (i +1) to explain this. The i
stands for the student’s current level of language
input and the +1 for their next stage of language
acquisition.
• As students are not necessarily on the same level at
all times, Krashen suggests that natural
communicative input is key to ensuring that each
learner is exposed to some language input (i +1) that
is appropriate for his/her current stage of acquisition.
Methods and Approaches
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Direct Method
Total Physical Response (TPR)
Natural Approach
Communicative Approach
Grammar-based ESL
Communication-based ESL
Content-based ESL
The Silent Way
Suggestopedia
Whole Language Approach
Cognitive Academic Language Learning Approach (CALLA)
Direct Method (Maximilian Berlitz)
• Total L2 immersion, no use of L1
• Students learn grammar intuitively; errors are
ignored – self-correction encouraged
• Oral communication skills are built gradually
as students become more adept in the L2
• Teachers use mime, sketches or pantomime in
order to convey the meaning of vocabulary
(no L1 translations)
• Students participate in open-ended response
to materials teacher brings to the classroom
Total Physical Response – TPR (Asher)
• Allows students to participate without forcing
a verbal response
• Particularly helpful for students in the silent
period as they get to communicate through
physical movement and motion
• Teacher issues commands that are carried out
by the students
• Simon Says is another effective way to
reinforce vocabulary
Natural Approach
(Stephen Krashen and Tracy Terrell)
• Introduces vocabulary to students through
different experiences (images, games, etc.)
• Focuses on the study of language through
natural means, particularly through casual
conversations and communication
• Places less importance on the study of
grammar; grammar not explicitly taught
• Language output is not forced, but allowed to
emerge spontaneously after students have
been exposed to comprehensible input.
Communicative Language Theory
• The communicative language approach is
based on the idea that language learners will
acquire language faster in real-life scenarios.
• This teaching methodology involves providing
students with real-life situations that require
communication by the participants..
• Classroom activities are student-focused, with
student performance as the goal. Teachers
will act more as facilitators and will talk less,
allowing students more opportunities for
participation.
Additional Approaches
• Grammatical/Grammar-Based
– Teacher-centered
– Emphasis on the rules and structure of language
• Communication-Based
– Student-centered
– Emphasis on communication and use of language in
meaningful contexts
– Emphasis on comprehensible input to foster
communication and lower anxiety
• Content-Based
– Interaction in English that develops language skills and
prepares ELLs to study grade-level content material
– Focus on language, but with graded introduction to
content areas, vocabulary and basic concepts
Additional Approaches
• Silent Way
– Teacher modeling/talk, reinforcement through
repetition/signals, seldom content-based
• Whole Language Approach (Goodman, Goodman
and Hood)
– Emphasis on language learning in all four domains
(listening, speaking, reading, writing) through an
integrated approach
• Suggestopedia
– Relaxed physical setting, minimal error correction, use
of L1 for explanations, not necessarily content-based
Cognitive Academic Language Learning
(CALLA)
• Integrates instruction in priority topics from the
content curriculum
• Focuses on development of the language skills needed
for learning in school; specifically focuses on CALP
development in L1 and L2 as related to content areas
• Provides explicit instruction in using learning strategies
for academic tasks
• Provides evelopmentally appropriate language
instruction
• Focuses on activating prior knowledge
• Provides explicit instruction in the following learning
strategies:
– Metacognitive
– Cognitive
– Social/Affective
Strategies and Techniques
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Collaborating with Teachers
Listening Comprehension Strategies
Speaking Strategies
Reading Comprehension Strategies
Writing Strategies
Collaboration with Teachers
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One teach, one observe
One teach, one assist
Team teaching
Parallel teaching
– Class split in half
– Teachers simultaneously provide the same instruction
• Station teaching
– Instruction divided into multiple stations in the room
– Each teacher provides instruction at one station
– Each student participates at each station
• Alternative teaching
– One teacher takes a small group to the side of the room
for instruction
Listening Comprehension Strategies
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Repetition
Gestures
Facial expressions
Realia
Illustrations
Slowing the pace of instruction
Tone of voice
Targeted vocabulary
Speaking Strategies
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One-on-one conferences with students
Group activities
Brainstorming and problem-solving sessions
Group discussions
Role-playing
Reenactments
Presentations (recitations, summarizations,
asking questions, speeches, etc.)
• Sentence frames and vocabulary walls to draw
from in speaking
Reading Comprehension Strategies
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Modeling
Read Alouds
Independent Practice
Comprehension Activities
Activate Prior Knowledge
Cognates for Clues
Think Alouds
Graphic Organizers, Charts, Timelines
Front-load vocabulary
Variety of texts
Explicit instruction
One-on-one conferences
Writing Strategies
• Model (verbalize their thinking and writing)
• Visuals before writing (models, examples,
pictures, realia, etc.)
• Cooperative learning (collective exploration of
topics and writing)
• Teach writing process explicitly
• Break writing projects into small chunks
• Teach grammar in context of writing
• Integrate spelling into writing instruction
• Provide a list of core words for students to use in
writing (focus words for the writing) – word walls,
vocabulary banks, etc.