Major Models for Instructing English Language Learners
TESOL/504 Version 1
University of Phoenix Material
Major Models for Instructing English Language Learners
In the first column of the following table, list the major models for instructing English language learners. In
the second column, list the components of each model. In the third column, write a brief, real-world
example of how that model may be used in a classroom—preferably an example from your own
experience.
Major models
The Integrated ContentBased Method of
Instruction, otherwise
known as the ICB method
Components
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Specially Designed
Academic Instruction in
English, otherwise known
as SDAIE
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Classroom example
Planning: choose a theme
and relevant topics, create
both content and language
objectives, gather materials,
arrange the classroom.
Instruction: preteach
vocabulary, build
background, incorporate
collaborative learning
opportunities, integrate
literacy, ensure cognitive
engagement, use visuals,
graphic organizers, and
learning centers.
Assessment: use formative
and summative forms of
assessment.
In an integrated content-based
method, academic and language
learning are taking place at one
time, and lessons are all around
one theme. In a primary
classroom, a theme could be
weather and the water cycle.
Although typically a science
topic, ELA standards could
include compare and contrast
and cause and effect, and the
math focus could be weather
themed word problems involving
time. The teacher would
preview all vocabulary and
display visuals to show the
different types of weather and
how the water cycle works.
Students could participate in
hands-on learning experiences,
like tracking water evaporation
out of cups in the classroom.
Goals and Objectives:
includes language, content,
and social affective goals.
Cooperative Learning:
students work together in
small groups with targeted
learning objectives.
Modified Instruction: lessons
are modified and scaffolded
to meet the needs of the
students.
Multifaceted Assessment:
informal and formal
assessments are used to
evaluate process and
product.
Specially Designed Academic
Instruction in English is a terrific
method for students who are
already quite proficient in their
L2, since this method provides
high levels of instruction in
content areas and allows CLD
students to improve their ability
to use their L2 with academics.
Lessons taught using this model
would be similar to those taught
to a classroom of native English
speakers, with the addition of
comprehensible input, guarded
vocabulary, hands-on activities,
and the use of visuals or other
supplementary materials.
Herrera, S. G., & Murry, K. G. (2011). Mastering ESL and bilingual methods: Differentiated instruction for
culturally and linguistically diverse (CLD) students (2nd ed.). Boston, MA: Allyn & Bacon.
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Major Models for Instructing English Language Learners
TESOL/504 Version 1
The Sheltered Instruction
Observation Protocol,
otherwise known as the
SIOP model
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Cognitive Academic
Language Learning
Approach, otherwise known
as the CALLA method
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Preparation: introducing the
lesson objectives.
Building Background: help
students recognize
connections between the new
concepts and their existing
knowledge and experiences.
Comprehensible Input: clarify
concepts and modify
language to ensure student
understanding.
Strategies: guide students to
use appropriate strategies.
Interaction: students
collaborate in interactive
small groups.
Practice and Application:
students practice using new
strategies or applying new
knowledge for learning.
Lesson Delivery: adjust the
pace of the lesson to meet
the needs of the students,
guided students through
engaging activities.
Review and Assessment:
assess throughout the lesson
to ensure student
understanding and to guide
future instruction.
To begin a social studies SIOP
lesson designed to teach
students about the southwest
region, the teacher would first
introduce the language and
content objectives. The teacher
would connect this lesson with
students’ prior experience and
knowledge about the southwest,
and define key vocabulary words
with both words and pictures.
Another visual used would be a
map to show the region. As the
teacher continues with the
lesson, she will use guarded
vocabulary and scaffolding. She
will initiate interactive
discussions about the content
and lead students through
engaging application activities to
get students to understand the
ways of life in the southwest.
The teacher would support
students as necessary, review
the concepts, and assess
students to ensure learning.
The Preparation Phase:
focuses on prior knowledge
and experiences.
The Presentation Phase:
involves presenting content
using visuals, hands-on
materials, and guarded
vocabulary.
The Practice Phase: students
are practicing applying the
newly taught concepts,
language, or strategies using
hands-on activities.
The Evaluation Phase:
students are self-assessing
their learning.
The Expansion Phase:
students are integrating new
and existing knowledge.
Lessons using the CALLA
method involve explicitly
teaching students how to use
language learning strategies.
The beginning of the lesson is
similar to the other with the
introduction of objectives,
building background knowledge,
and learning key vocabulary. In
a reading comprehension
lesson, the teacher would
choose one strategy to focus on
at a time and utilize guarded
vocabulary and hands-on
learning strategies to teach it
explicitly. She would provide
time for students to practice the
strategy with texts, and help the
students self-assess their ability
to use the strategy effectively.
Finally, the teacher guides the
students through reflection.
Herrera, S. G., & Murry, K. G. (2011). Mastering ESL and bilingual methods: Differentiated instruction for
culturally and linguistically diverse (CLD) students (2nd ed.). Boston, MA: Allyn & Bacon.
2