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Teaching English Language Learners: A Differentiated Approach

Rothenberg & Fisher 2007
by

Krista Kjeldgaard

on 23 February 2011

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Transcript of Teaching English Language Learners: A Differentiated Approach

A Differentiated Approach:
Core Principles of Learning Teaching English Language Learners: A Differentiated Approach Who are our English
Language Learners? How can students' "funds of knowledge"
be used to design instruction? What are the most common program models
of instruction for ELLs? How is the Zone of Proximal Development (ZPD) a foundation of planning for differentiated instruction? What are the conditions of learning and
what evidence of these conditions would you look for in a classroom for ELLs? Language Acquisition:
Dimensions of Proficiency What are the key principles of language acquisition? What does it mean to be proficient in a language? How do I make sure my students understand my intruction? How do the principles of language acquisition impact my classroom instruction for students at different levels of proficiency? What are the major factors that influence language acquisition? Nebraska ELLs:
over 20,000 U.S. Department of Education:
2009-2010
LEP: 4,749,643
Title III: 4,443,697
Immigrant: 2,635,931 Proficiency Descriptors:
ELDA
NATIVE LANGUAGE AS INSTRUCTION
Early-exit Bilingual programs
Late-exit Bilingual programs
Two-way Immersion programs
Newcomer programs
NATIVE LANGUAGE AS SUPPORT ENGLISH AS A SECOND LANGUAGE
Grammar-based ESL
Communication-based ESL
Content-based ESL CONTENT-BASED INSTRUCTION/
SHELTERED INSTRUCTION
Sheltered Instruction Observation Protocol
(SIOP)
Cognitive Academic Language Learning Approach
(CALLA) National Research Council:
PRINCIPLES
1. Learning is a social act that takes place within an optimal zone of development (ZPD).
2. There are certain classroom conditions that promote learning. Vygotsky
(Russian psychologist) "Learning takes place at a level JUST BEYOND what learners can do independently, a level JUST FAR ENOUGH BEYOND their linguistic and conceptual understanding to require them to stretch their skills." Brian Cambourne:
Conditions important for ALL learning!
IMMERSION
DEMONSTRATION
EXPECTATION
RESPONSIBILITY
EMPLOYMENT/PRACTICE
APPROXIMATION
RESPONSE COMPREHENSIBLE INPUT
CONTEXTUALIZED INSTRUCTION
LOW-ANXIETY ENVIRONMENT
MEANINGFUL ENGAGEMENT CUMMINS:
BICS and CALP
(matrix) HYMES:
Communicative Competence =

Grammatical +
Sociolinguistic +
Discourse +
Strategic PRIMARY LANGUAGE
AGE
PERSONALITY
MOTIVATION
Full transcript