CLD Instructional Approaches
There are three approaches to working with second language learners: the grammatical, communicative, and cognitive approaches. While the grammatical approach has gone out of fashion, both the communicative and cognitive approaches are seen in classrooms around the country. The communicative approach focuses on language acquisition as primarily an act of purposeful communication whereas the cognitive approach views learning as "active versus passive, dynamic versus static" (Herrera & Murry, 2011, p. 213). Both of these approaches hold enormous potential to create authentic language learning experiences which are exciting and interactive for CLD students.
For my context, working with high school seniors of which my ELL students are at the advanced fluency stage, I believe the communicative model is the best approach. Our district has also advocated for this approach and its hallmarks can be seen in classrooms across the district. With an emphasis on the Content and Language Objectives for each lesson, the communicative approach helps students attain language while simultaneously learning grade-level content.
For my context, working with high school seniors of which my ELL students are at the advanced fluency stage, I believe the communicative model is the best approach. Our district has also advocated for this approach and its hallmarks can be seen in classrooms across the district. With an emphasis on the Content and Language Objectives for each lesson, the communicative approach helps students attain language while simultaneously learning grade-level content.
Communicative Language Approach
Herrera and Murry (2011) summarize this method saying that language must be “embedded in social contexts” and stress “multiplicity of language functions . . . [and] communication versus rules in language teaching” (p. 204). The learning environment in these kinds of classrooms is intentionally low-stress, comfortable, and welcoming. The natural use of language to communicate with peer groups is essential to this environment as well as emphasis on meaning rather than rigid adherence to grammatical structures and rules. Students are often expected to work cooperatively in teacher designed heterogeneous groups where the assets of all students can be brought to the learning at hand. Within the umbrella of the communicative approach, lies two instructional methods: the Integrated Content-Based (ICB) Method and the Sheltered Instruction Method. Educators who employ the ICB method seek to create learning opportunities that use cooperative learning to learn a topic or subject that is cross-curricular in nature. Students work in groups to deeply explore a topic and generate a product.
The Sheltered Instruction method
In the Sheltered Instruction method, "students receive grade-level content, but teachers scaffold their instruction in order to provide comprehensible language input and a modified grade-level curriculum" (p. 207). The Sheltered Observation Instruction Protocol (SIOP) helps teachers plan lessons that are mindful of these goals. The most important part of the lesson design is the Content Language Objective which details the standards based content to be learned as well as language domains (listening, speaking, reading, and writing) utilized and targeted vocabulary identified. This objective must be communicated to students at the beginning of the lesson, referred to throughout the lesson, and measured at the end of the lesson. The sheltered instruction model includes four strategies: hands-on activities, cooperative learning, guarded vocabulary, and visuals. These four strategies remind teachers to intentionally design lessons with a focus on academic language and language support. While ELL students struggle with academic language, they are not alone. Most students need assistance with using academic language in the classroom and the sheltered instruction model's focus on targeted vocabulary helps all students access said vocabulary. Additionally, the sheltered model's emphasis on visuals in the classroom is another strategy which most students can benefit from.
teaching methods & strategies
Write to Learn: This initial routine sets the stage for learning. Students are posed a writing prompt that is connected to some real world experience or idea that also connects with the lesson to be taught. Students think and then write to the prompt as an anticipation of the coming learning. Throughout the lesson, students are giving several opportunities to reflect on the activities and ideas being presented in lesson in writing. At the end of the lesson, students reflect on the Content Language Objective and their own progress in meeting that objective. Did they meet the objective? In what ways can you demonstrate that attainment? |
Socratic Seminar: Because the focus of the Socratic method is on developing questions that are text-based in order to support an opinion, students must access critical thinking skills. The research supporting the Socratic method emphasizes that “Socratic seminars acknowledge the highly social nature of learning and align with the work of John Dewey, Lev Vygotsky, Jean Piaget, and Paulo Friere” (Filkins). The supports provided to the students ensure that all students have access to the content. More importantly, the essential question guiding the activity is based on a real-world moral dilemma. As students tackle this very real societal problem, they are practicing creating evidence based arguments. |
Classroom Talk: A complimentary technique to Write to Learn, Classroom Talk actively encourages students to engage in academic discussion throughout the class period. Students use accountable talk stems as well as targeted academic language to collaboratively work through the content of the lesson. Students are expected to use language with their peers in academic contexts which helps CLD students acquire language through natural interactions with native language speakers. The language is also embedded in purpose and authentic situations. An additional benefit of this approach is to create opportunities for CLD students to hear the thoughts of their peers before having to themselves articulate their thoughts in writing. The chance to talk through the assignment allows for a safe-space before the higher stakes activity of writing independently. |
Annotating/Close Reading of Text: Research has shown that “explicit instruction of metacognitive reading strategies is a feasible tool to enhance students’ reading comprehension and benefited most from explicit reading instruction supplemented by practice in metacognitive reading strategy activities” (Ahmadi et. al., 2013, p. 241). Asking students to read with a mind for the structure of the story in mind is an effective strategy for both struggling readers and advanced readers. For lower readers, actively annotating the text helps them to better comprehend and attend to the reading task. Advanced readers also benefit from this strategy in that they are able to directly identify an author’s craft for later use as a model when composing their own original stories. Beyond this strategy, Herrera and Murry (2011) note that sound practice for Second Language Acquisition for Advanced Fluency speakers is to “encourage students to engage in metacognitive regulation concerning their own learning processes and strategies” (p. 80). |
Cooperative Groups: Students should be seated in cooperative grouping arrangements that capitalize on varying perspectives, abilities, language, and culture. These kinds of heterogenous groups have several benefits. One of which is exposing students to diversity and divergent ways of thinking and processing. Additionally, this approach gives CLD students models for language, social interactions, concrete and abstract thinking. |
Exit Tickets/Learning Logs: At the end of every lesson, allow students to synthesize their learning in writing to be turned in as they exit class. This activity serves two purposes: 1) the student must think through their learning in a metacognitive fashion and determine to what extent they have met the Content Language Objective; 2) the teacher uses these tickets as formative assessment to determine to what extent the lesson was successful and to make necessary adjustments to ensure all students are attaining mastery of the content. |