Content Area InstructionContent Area Instruction

CLAD Chapter 5Lara PascoeDr. Coleman

CLAD Chapter 5Lara PascoeDr. Coleman

Sheltered InstructionSheltered Instruction

Sheltered instruction is an approach used in multi-linguistic content classrooms to provide language support to students while they are learning academic subjects, rather than expecting them to “sink or swim” in a content class designed for native English speakers.

Sheltered instruction is, ideally, one component in a program for English learners that includes ELD classes for beginning students, primary-language instruction in content areas so students continue at grade level as they learn English, and content based ESL classes.

Sheltered instruction is an approach used in multi-linguistic content classrooms to provide language support to students while they are learning academic subjects, rather than expecting them to “sink or swim” in a content class designed for native English speakers.

Sheltered instruction is, ideally, one component in a program for English learners that includes ELD classes for beginning students, primary-language instruction in content areas so students continue at grade level as they learn English, and content based ESL classes.

SDAIE (sa-die)SDAIE (sa-die)

Specifically Designed Academic Instruction in English Sheltered English (SDAIE): combines second

language-acquisition principles with those elements of quality teaching that make a lesson understandable to students.

A SDAIE classroom has content objectives identical to those of a mainstream classroom in the same subject but, also includes language and learning strategy objectives.

Specifically Designed Academic Instruction in English Sheltered English (SDAIE): combines second

language-acquisition principles with those elements of quality teaching that make a lesson understandable to students.

A SDAIE classroom has content objectives identical to those of a mainstream classroom in the same subject but, also includes language and learning strategy objectives.

Principles of SDAIEPrinciples of SDAIE

SDAIE addresses the following needs of English learners:

1. To learn grade appropriate content2. To master English vocabulary and

grammar3. To learn “academic” English4. To develop strategies for learning

how to learn

SDAIE addresses the following needs of English learners:

1. To learn grade appropriate content2. To master English vocabulary and

grammar3. To learn “academic” English4. To develop strategies for learning

how to learn

What SDAIE is NOT!What SDAIE is NOT! SDAIE is NOT submersion into English-

medium classrooms-that is, placing students in mainstream classes which the teacher makes no modifications

SDAIE is NOT a substitute for primary-language instruction.

SDAIE is NOT a watered-down curriculum. Students learn all appropriate grade level content.

SDAIE is NOT submersion into English-medium classrooms-that is, placing students in mainstream classes which the teacher makes no modifications

SDAIE is NOT a substitute for primary-language instruction.

SDAIE is NOT a watered-down curriculum. Students learn all appropriate grade level content.

SDAIE ModelSDAIE Model

4 critical components: Content Connections Comprehensibility Interaction

Additional component: Teacher Attitude- added as an

overarching component.

4 critical components: Content Connections Comprehensibility Interaction

Additional component: Teacher Attitude- added as an

overarching component.

Teacher AttitudeTeacher Attitude

The teacher is open and willing to learn from students Teachers believe all students can

learn Teachers recognize that all students

have language Teachers recognize that a person’s

self-concept is involved in his or her own language and that at times students need to use that language.

The teacher is open and willing to learn from students Teachers believe all students can

learn Teachers recognize that all students

have language Teachers recognize that a person’s

self-concept is involved in his or her own language and that at times students need to use that language.

ContentContent

Lessons include subject, language, and learning strategy objectives.

Material is selected, adapted, and organized with language learners in mind. Modifying materials: excerpts taken

from textbooks- timely process Organizing materials: group materials

by concept to demonstrate similarity.

Lessons include subject, language, and learning strategy objectives.

Material is selected, adapted, and organized with language learners in mind. Modifying materials: excerpts taken

from textbooks- timely process Organizing materials: group materials

by concept to demonstrate similarity.

ConnectionsConnections

Curriculum is connected to students’ background and experiences. Students engage in learning when

they recognize a connection between what they know and the learning experience.

Curriculum is connected to students’ background and experiences. Students engage in learning when

they recognize a connection between what they know and the learning experience.

Connections ContinuedConnections Continued

Bridging 1: linking concepts and skills to student experiences

Bridging 2: eliciting/using examples from students’ lives

Schema building: using scaffolding strategies to link new learning to old

Bridging 1: linking concepts and skills to student experiences

Bridging 2: eliciting/using examples from students’ lives

Schema building: using scaffolding strategies to link new learning to old

ComprehensibilityComprehensibility

Lessons include explicit strategies that aid understanding: Contextualization Modeling Teacher speech adjustment Frequent comprehension checks

through strategies and appropriate questioning

Repetition and paraphrase

Lessons include explicit strategies that aid understanding: Contextualization Modeling Teacher speech adjustment Frequent comprehension checks

through strategies and appropriate questioning

Repetition and paraphrase

ContextualizationContextualization

Media, Realia, Manipulatives, and Human Resources: Picture files Maps and globes Charts and posters Puzzles Manipulatives: M&M’s, buttons Cooperative groups Pairs Parents

Media, Realia, Manipulatives, and Human Resources: Picture files Maps and globes Charts and posters Puzzles Manipulatives: M&M’s, buttons Cooperative groups Pairs Parents

ModelingModeling

Demonstrating new concepts can involve hands-on, show-and-tell explanations in which students follow a careful sequence of steps to understand a process. Teacher uses chalkboard, overhead,

butcher paper, etc. to write key words, concepts and/or sequential elements.

Demonstrating new concepts can involve hands-on, show-and-tell explanations in which students follow a careful sequence of steps to understand a process. Teacher uses chalkboard, overhead,

butcher paper, etc. to write key words, concepts and/or sequential elements.

Teacher Speech Adjustment

Teacher Speech Adjustment

Reduction of teacher talk provides more opportunities for students to talk both with the teacher and among themselves and for them to affect the type of input they receive.

Ultimately, English learners will need to function in an all-English-medium classroom; therefore, over time, SDAIE teachers need to lessen the speech-modification scaffolds they use to accommodate their students’ evolving proficiency.

Reduction of teacher talk provides more opportunities for students to talk both with the teacher and among themselves and for them to affect the type of input they receive.

Ultimately, English learners will need to function in an all-English-medium classroom; therefore, over time, SDAIE teachers need to lessen the speech-modification scaffolds they use to accommodate their students’ evolving proficiency.

Frequent Comprehension Checks

Frequent Comprehension Checks

Teachers must teach students how to verbalize their understanding

Teachers should act as observers or guides rather than directors or controllers.

Organizational repetition involves the structure of the day and the format of lessons. Lessons that occur at specific times and places help orient students to procedures.

Teachers must teach students how to verbalize their understanding

Teachers should act as observers or guides rather than directors or controllers.

Organizational repetition involves the structure of the day and the format of lessons. Lessons that occur at specific times and places help orient students to procedures.

InteractionInteraction

Students have frequent opportunities to: Talk about lesson content Clarify concepts in their home

language Re-present learning through a variety

of ways

Students have frequent opportunities to: Talk about lesson content Clarify concepts in their home

language Re-present learning through a variety

of ways

Content Area ApplicationContent Area Application

The No Child Left behind legislation (2002) states that English learners will develop high levels of academic proficiency in English and meet the same challenging state academic standards as do their native-English speaking peers.

Cognitive Academic Language Learning Approach(CALLA): three components.

The No Child Left behind legislation (2002) states that English learners will develop high levels of academic proficiency in English and meet the same challenging state academic standards as do their native-English speaking peers.

Cognitive Academic Language Learning Approach(CALLA): three components.

CALLACALLA

Cognitive Academic Language Learning Approach(CALLA): designed for English learners at the advanced beginning and intermediate levels of English-language proficiency, and it incorporates explicit teaching of learning strategies within academic subject areas.

Cognitive Academic Language Learning Approach(CALLA): designed for English learners at the advanced beginning and intermediate levels of English-language proficiency, and it incorporates explicit teaching of learning strategies within academic subject areas.

Subject AreasSubject Areas Social Studies

Example: Tapping into family history Literature

Example: A variety of materials Mathematics

Example: Develop mathematic language and learn math more deeply rather than more rapidly

Science Example: Point out role of science in everyday

life. Visual and Performing Arts

Example: Singing together

Social Studies Example: Tapping into family history

Literature Example: A variety of materials

Mathematics Example: Develop mathematic language and

learn math more deeply rather than more rapidly

Science Example: Point out role of science in everyday

life. Visual and Performing Arts

Example: Singing together

Instructional Needs Beyond the Classroom

Instructional Needs Beyond the Classroom

To be successful in their academic courses, English learners often need assistance from organizations and volunteers outside of the classroom. Summer programs Volunteers Peer tutoring And Dial-a-Teacher for homework help

To be successful in their academic courses, English learners often need assistance from organizations and volunteers outside of the classroom. Summer programs Volunteers Peer tutoring And Dial-a-Teacher for homework help

ReferencesReferences

Diaz-Rico, L. T. & Weed, K. Z. (2006) The Crosscultural Language and Academic Development Handbook. 3rd Edition pp. 102-137

Diaz-Rico, L. T. & Weed, K. Z. (2006) The Crosscultural Language and Academic Development Handbook. 3rd Edition pp. 102-137