10 Principles of ELL Content Instruction by Christine Scheid

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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.

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1. Language and content go hand in hand
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1. Language and content go hand in hand

• Students cant 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.

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2. Concept and language gaps require different
approaches
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2. Concept and language gaps require different
approaches

• A wrong word does not always indicate an
  incorrect understanding, so dont 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.

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

• Irregular verbs ? regular verbs ? past tense
  ? complex tenses
• Errors reflect signs of learning.

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4. Dont dilute/compromise content
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4. Dont 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.

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5. Linguistic adjustments make content accessible
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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.

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6. Use reading and writing activities
strategically
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6. Use reading and writing activities
strategically

• Different content focuses on different skills
  (ex. science listening/speaking).
• Its 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).

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7. Grade Fair
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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.

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8. Affective Factors Influence Learning
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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.

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

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10. Cross-disciplinary collaboration is essential
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10. Cross-disciplinary collaboration is essential

• Patience to overcome obstacles as well as
  foresight and sensitivity are needed.