TODAY’S SITUATION

1. TODAY’S SITUATION • Teachers in a self-contained classroom, as well as those in core content classes such as Social Studies, Math, Science, and Language Arts, have perhaps the most difficult task in improving students’ comprehension and achievement. • Not only do they have to teach academic content, but at the same time they are responsible for increasing students’ performance in reading, writing, and study skills.

2. Content Standards • Moreover, teachers are required to focus on State Standards in Language Arts, Math, Science, and Social Science for each specific grade level (K-12). • Regardless of subject-area assignment, all teachers are required to promote and reinforce standards in their content area. • Additionally, teachers working with English language learners are required to useELD Standards to develop fluency in English as well as grade-level content standards.

3. ELD Standards • Clearly stated goals and objectives for having students acquire native-like communicative competence in the target language of school, English • Move students from early to advanced levels of proficiency in listening, speaking, reading and writing skills • Develop students’ abilities to use English as a means of gaining knowledge, acquiring skills and communicating with others as it focuses on natural stages of second language acquisition

4. Teacher Expectations for English Language Learners • Students who begin learning English in secondary school face substantial linguistic and academic challenges. • Students need opportunities to interact with fellow students and negotiate meaning by sharing experiences through activities such as group work, drama, reader’s theater, art, and writing. • Moreover, teachers want their students to be capable of using both oral and written language on a daily basis.

5. The ESL teacher • ESL teachers have always been sensitive to student needs and the progression of special methodologies that impact the learning outcomes of English language learners. • These practitioners have realized that students would benefit from new instructional approaches and innovative methods to deliver the content of the curriculum while being sensitive to the language needs of English language learners.

6. The Need for Special Programs forEnglish language learners. • The increasing number of language minority students enrolling in schools in the U.S. during the last two decades • Changing demographics of students • Instructional programs that will meet the needs of all English language learners

7. English Language Development • This approach draws from methods and strategies advocated for second language learners. • The central emphasis is to develop proficiency in English first and then content knowledge later • Instructional content is based on students’ English proficiency levels. • These levels are beginning, early intermediate, intermediate, and early advanced, and advanced.

8. Stage 1 Beginning * Student can name objects (6-12 months) * Respond with one or two words simple questions Early Intermediate *Speak in simple sentences (12-18 months) *Retell main events in stories *Can read basic vocabulary and write simple sentences Intermediate *Identify main ideas and details (2-3 years) *Read from a variety of texts *Can define new vocabulary Early Advanced *Appear to be orally fluent (high level of BICS) (2-4 years) *Need to develop grade level literacy skills *Need to develop academic vocabulary Advanced *Read grade level texts (4-7 years) *Generate discussions and organize written compositions Five Stages of English Language Development

9. What is Specially Designed Academic Instruction in English • An instructional approach that is used to make grade-level subject matter in English understandable to students who are designated English language learners • SDAIE provides equal access to the core curriculum through high-quality, grade appropriate content instruction • It utilizes the practice of highlighting key language features and incorporating strategies that make content comprehensible to students

10. Purpose of SDAIE • The umbrella is a useful metaphor. • As ELLs enter the United States, they encounter many unfamiliar elements. • As an umbrella shelters pedestrians in a rainstorm, SDAIE offers ELLs protection from the storm of concepts, contexts and language. • This provides an opportunity to progress academically as they acquire English language proficiency.

11. The Distinction ELD SDAIE Develop English Proficiency purpose Develop knowledge in content areas Instructional content is based on content Grade level content is students’ English proficiency presented Students are expected to use language of English English to communicate instruction Beginning, Intermediate, and language Most appropriate for Advanced levels of English proficiency intermediate and levels advanced levels of English language development

12. The Commonality • They both link new learning to prior knowledge • They both nurture a supportive classroom • They both maintain a low anxiety level • They both employ frequent checks for understanding • They both employ modified speech, body language, and facial expressions • They both employ visuals, realia, manipulatives, graphic organizers, and technology • They both promote interactions in a variety of grouping configurations • They both incorporate various styles and modalities • They both focus on making connections between learning and real-like experiences to stimulate student’s interests