Principles of ELL Content Instruction

1. 10 Principles of ELL Content Instructionby Christine Scheid Based on “Collaborating with Content-Area Teachers: What We Need to Share” by Teemant Bernhardt and Munoz, TESOL Journal, 1996.

3. 1. Language and content go hand in hand

4. 1. Language and content go hand in hand • Students can’t wait to be deemed “ready” for content instruction because it takes 6-8 years to be fluent enough to compete with native-speaker peers. • Students understand much more English than they can say or write, so precluding them from academic work is not supportive but detrimental.

5. 2. Concept and language gaps require different approaches

6. 2. Concept and language gaps require different approaches • A wrong word does not always indicate an incorrect understanding, so don’t equate linguistic accuracy with conceptual accuracy. • They may know the common meaning, but not the field-specific meaning (ex. force). • Knowledge of the cultural/academic background can be helpful.

7. 3. There are stages of development in language learning

8. 3. There are stages of development in language learning • Irregular verbs → regular verbs → past tense → complex tenses • Errors reflect signs of learning.

9. 4. Don’t dilute/compromise content

10. 4. Don’t dilute/compromise content • Exploit the materials you use, instead of searching for something else. • The modifications that count are elaborative adjustments. • Provide several avenues for understanding concepts.

11. 5. Linguistic adjustments make content accessible

12. 5. Linguistic adjustments make content accessible • Yes/no, either/or questions. • Pause during speech so they can catch up. • Break difficult ideas into manageable units (ex: conceptual/linguistic). • Stress the main words. • Demonstrate. • Elaborate.

13. 6. Use reading and writing activities strategically

14. 6. Use reading and writing activities strategically • Different content focuses on different skills (ex. science: listening/speaking). • It’s difficult to retain words without the support of writing (handouts, board, transparencies). • Let them approach content by several angles (ex. reading and doing). • Use reading/writing to support listening/speaking (ex. lecture outline).

15. 7. Grade Fair

16. 7. Grade Fair • Use multiple assessments because tests do not always reflect understanding. • Standardized, essay, oral performance may only reflect anxiety (ex. oral): consider the “double jeopardy” of having only partial control of the language.

17. 8. Affective Factors Influence Learning

18. 8. Affective Factors Influence Learning • A silent period often precedes verbal production. • Fear of correction can keep students quiet. • To feel safe, students may withdraw psychologically. • Showing interest in their culture/language ease the psychological adjustment; learning about the cultural differences diffuses “psychological segregation.”

19. 9. Academic language must develop as a separate skill

20. 9. Academic language must develop as a separate skill • Conversational fluency ≠ fluency needed for academic success. • Make explicit the academic requirements specific to your field (provide prototypes of written work, guidelines for completing assignments, lists of common mistakes, etc.).

21. 10. Cross-disciplinary collaboration is essential

22. 10. Cross-disciplinary collaboration is essential • Patience to overcome obstacles as well as foresight and sensitivity are needed.