1. Session I, Part II Teaching Techniques

2. Content and Language objectives Sheltered instruction
Objective 1: Knows how to organize learning around content and language objectives and align learning with standards
Content and Language objectives
Sheltered instruction
Content-based instruction
Student-centered learning

3. Content and Language Objectives
Learning is organized around both objectives
Content objective: identifies the content (i.e., the facts, concepts of skills of the discipline) to be acquired
Language objective: how language will be used to achieve the content objective; the communication skills necessary to make the content comprehensible
Language objectives are critical for ELLs. In order to teach ELLs effectively, teachers must have an understanding of the language demands of the curriculum and teach accordingly.
Learning objectives should be communicated clearly to students before instruction begins and students should have opportunities to ask questions about the objectives

4. Language Objectives
Language Objectives: The Fate of the World Depends Upon Them

5. Sheltered Instruction
All students in the classroom are ELLs (L1 may be the same for all students or there may be many different L1s in the class) – students are at around the same language proficiency level
Content instruction is in English, but the language used is adjusted to match the proficiency level of students in the classroom
Focus is on making content comprehensible and accessible to ELLs
No native language support or development
Goal: fluency in English

6. Content-Based Instruction
CBI is a teaching approach that focuses on learning language through learning about something.
Language comes second to the content.
Although language acquisition is subordinate to the material being presented, the teacher must recognize and be prepared to help students with language skills.
The sheltered classroom is a form of content based instruction.

7. Student Centered Learning
Focuses on the needs of the students
Ability level
Interests
Learning style
Teacher’s role is facilitator
Plan global goals
Assist students in achieving these goals
Students are responsible for their own learning as they assume active roles in the classroom

8. Objective 2: Understands that language instruction should be age appropriate
Games and activities used for younger students will need to be modified for older ones
ELL activities can typically be modified to make them age appropriate for a particular group of students
Students benefit from explicit instruction around how a particular game or activity will help them achieve a language objective (particularly older students and adults)

9. Language Acquisition Levels Collaboration Peer tutoring
Objective 3: Knows how to collaborate with general education and content area teachers in designing classroom activities appropriate to the language acquisition levels of English-language learners
Language Acquisition Levels
Collaboration
Peer tutoring
Educational technologies

10. Stages of Second Language Acquisition
Stage & Approximate Time Frame*
Characteristics
Preproduction
0-6 months in school
Minimal comprehension
Non-verbal responses
Early Production
6 months – 1 year in school
Limited comprehension
One or two word responses
Low Intermediate / Speech Emergence
1-3 years in school
Speaking in short phrases, simple sentences
Frequent mistakes in grammar, word order and usage
High Intermediate Fluency / Int. Flueny
3-5 years in school
Developing academic & figurative language
Excellent comprehension
Makes fewer grammar mistakes
Advanced Fluency
5-7 years in school
Near-native level of speech
Advanced skills in cognitive & academic language
*Research shows that lack of L1 skills and/or previous schooling can cause
these time frames to lengthen significantly.

11. Collaboration with Teachers
One teach, one observe
One teach, one assist
Team teaching
Parallel teaching
Class split in half
Teachers simultaneously provide the same instruction
Station teaching
Instruction divided into multiple stations in the room
Each teacher provides instruction at one station
Each student participates at each station
Alternative teaching
One teacher takes a small group to the side of the room for instruction

12. Other Teaching Models Peer tutoring Educational technologies
Peers tutor students who are weak in certain skills
Benefits both students
Tutor reinforces his/her learning
Tutored student gains valuable insights into learning
Educational technologies
Technology offers advantages when tutoring students
Students can practice skills in nonjudgmental environment
Machine does not become tired, lose focus or derail the learning (though the student may!)

13. Productive language skills
Objective 4: Knows how to use various methods for promoting students’ acquisition of productive and receptive language skills in both social and academic contexts
Productive language skills
Speaking
Writing
Receptive language skills
Listening
Reading

14. Productive & Receptive Language Skills
Receptive skills are used when listening and reading. Students receive the message and decode the meaning to understand it.
Productive skills are used when speaking and writing. Students use the language they have acquired and produce a message through speech or written text.
In order to fully develop both productive and receptive language skills, students must have many opportunities to produce and receive language in all four of its domains.

15. Pronunciation and Syntax
In order to produce correct pronunciation in English, students must have multiple opportunities to receive (listen to) native-sounding English
In order to produce proper syntax in speaking and writing, students must be exposed to proper English in listening and in reading
It is through the development of their receptive abilities that students will ultimately develop their productive abilities

16. Listening Comprehension Strategies
Repetition
Gestures
Facial expressions
Realia
Illustrations
Slowing the pace of instruction
Tone of voice
Targeted vocabulary

17. Speaking Strategies One-on-one conferences with students
Group activities
Brainstorming and problem-solving sessions
Group discussions
Role-playing
Reenactments
Presentations (recitations, summarizations, asking questions, speeches, etc.)
Sentence frames and vocabulary walls to draw from in speaking

18. Reading Comprehension Strategies
Modeling
Read Alouds
Independent Practice
Comprehension Activities
Activate Prior Knowledge
Cognates for Clues
Think Alouds
Graphic Organizers, Charts, Timelines
Front-load vocabulary
Variety of texts
Explicit instruction
One-on-one conferences
Duet reading
Listen/repeat exercises (echo reading)
Choral reading
Singing / rhythmic reading

19. Writing Strategies Model (verbalize their thinking and writing)
Visuals before writing (models, examples, pictures, realia, etc.)
Cooperative learning (collective exploration of topics and writing)
Teach writing process explicitly
Break writing projects into small chunks
Teach grammar in context of writing
Integrate spelling into writing instruction
Provide a list of core words for students to use in writing (focus words for the writing) – word walls, vocabulary banks, etc.

20. Pronunciation accuracy (see pronunciation above)
Objective 5: Knows a variety of strategies for teaching language skills both discretely and integratively
Phonics instruction
Necessary for the non-native speakers, just as it is helpful for native speakers. Instruction should follow same sequence as for native speakers:
Single consonants at beginning of words
Short and long vowels
Letter patterns and word families
Digraphs (ex: th, ch, ph) and blends (ex: cl, bl, tr, cr)
Pronunciation accuracy (see pronunciation above)
Grammatical accuracy (see syntax above)
Morphological knowledge (will be covered in linguistics session)

21. Objective 6: Knows a variety of strategies for supporting content-based language learning
For content-based instruction to be effective, teachers must help ELLs develop the English language skills needed to access the content.

22. Strategies to help ELLs access the content:
Activate schema or prior knowledge
Contextualize key concepts and language of a lesson
Modify and augment content-area texts to meet gaps in students’ prior knowledge, background and/or vocabulary
Demonstrate or model tasks to be completed
Utilize questions to promote critical-thinking
Provide explicit instruction in metacognitive and cognitive strategies
Provide multiple opportunities for students to learn and use academic vocabulary
Provide opportunities for students to use English for communicative purposes
Assess lesson content through various means
Provide comprehensible and meaningful feedback

23. Lessons designed to develop cognitive and metacognitive strategies
Objective 7: Knows how to design lessons and activities that help students become more effective language learners by developing their cognitive and meta-cognitive strategies
Lessons designed to develop cognitive and metacognitive strategies
Metacognitive Strategies
Centering your learning
Arranging and planning your learning
Evaluating your learning
Cognitive Strategies
Practicing (sound repetition, etc.)
Receiving and sending messages
Analyzing and reasoning
Creating structure for input and output

24. Metacognition
An Intro to Metacognition

25. Activating prior knowledge
Objective 8: Knows techniques to help students activate prior knowledge and support appropriate transfer of language and literacy skills from L1 to L2
Activating prior knowledge
Introducing vocabulary before content
Asking questions about a topic
Asking questions about related topics
Brainstorming about the topic
Using graphic organizers
Schema (Theory of Carrell & Eisterhold)
Positive and negative language transfer

26. SCHEMA Schema is the framework around information stored in the brain
As new information is received, schemata are activated to store the new information. Schemata refers to prior knowledge and must be tapped into for understanding to be achieved. What is being learned must be connected to what is known in order for learning to take place.
The schema theory (Carrell and Eisterhold) explains how the brain processes knowledge and how its representations facilitate comprehension and learning.

27. VOCAB TERMS
POSITIVE TRANSFER – when L1 and L2 share common rules, positive transfer may occur. A rule that applies in L1 also applies in L2 and helps the learner acquire L2 faster. However, overgeneralizations can cause problems.
NEGATIVE TRANSFER – when L1 and L2 have rules that are in conflict with each other, negative transfer may occur. For example, when a learner applies rules of syntax from Spanish to English, he or she might say, “I have a car blue.”

28. Communicative language teaching
Objective 9: Knows how to design and use activities and assignments to provide students with authentic language use and meaningful interaction in English
Communication must be meaningful and purposeful for students to learn. Otherwise, they may not try.
Communicative language teaching
Meaning through interaction in target language
Materials or texts that reflect real-world language
Rehearse language outside classroom by focusing on language forms, skills, or learning process
Focus on prior knowledge
Plan for links between classroom and real-world language
Communication is necessary – students must interact with the teacher and peers in order to develop their skills. They must develop their skills in all four domains.

29. Objective 10: Is familiar with best practices for teaching English Literacy to both literate and nonliterate English-language learners
Techniques for teaching literate versus illiterate students in their native language
Newcomer Students
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