ESL Methods Slideshare

Whole language L2 communicative emphasis
Consider experiences, prior learning and vocabulary levels
Display content , methods and take – aways
Build background knowledge ( Guarded vocabulary )
Explicit learning strategy instruction
Comprehensible Inputs ( I plus one)
Interactions among students
Practice and daily application of scaffolded steps
Review and assess daily.
Mainstreaming and immersion friendly
Model, Guidance, Independence, Evaluation
Front load vocabulary
Backward design to meet objectives and standards
Ask clarification questions to redirect
Lesson Prep, Interactions and review followed by assessment and field experiments.

SIOP

​Graphic Organizers and Visuals:
Venn diagrams Pocket Charts Diagrams
T- charts Sentence Strips Intonation Strips
Bubble sorts Mind Maps Flashcards
Fish - bone organizer Flip - books Puzzles
Frayer model Brochures Geographical maps
Skeleton outlines Scale models KAMI menus
Word Walls Video clips Data banks
Sequence Charts Bar charts Excel charts
Pie maps Line charts Story maps
Euler diagram Manipulatives Story webs
Elkonin boxes Mannequins Learning logs
Sentence Diagrams Realia Journals
KWL chart Scatter plots Definition maps
Problem - Solutions Chart Column charts Photographs
Tree chart Slide - shares

​GLAD Approach

It is a traditional sheltered language approach
Defined by the what ( organizational structure) and the how ( steps in training. )
Integrated literacy balance approach
Focus/ motivation/comprehensible input. guided oral practice/ reading writing closure.
Chants, story charts, reading retells and anchor charts.

​Total Physical Response Method

​The teacher models with realia.
The teacher models with language and kinesthetics.
The teacher engages students in role play and skits
The teacher uses whole body games and sensory integration.

​TESOL Strategies
Initial silent way approach
Stress comprehensible inputs
Minimal error correction but rather paraphrasing
"Teacher talk"
Some use of L1 for explanations
Grade - level modifications
Cooperative learning, visuals and guarded vocabulary
Reinforce language by repetition, with scaffolding, and in physical settings
Integrate content across subject areas
BICS and CULP
Assorted charts and maps

Beginning, Intermediate, Advanced levels
Explicit learning instruction strategies
Social affect considerations
Metacognitive and cognitive goals
Performance objectives and evaluations
Learning reflective logs- self - assessments
Schema building with think- alouds and discussions
Scaffolding with tasks in small steps and graded rubrics
Using gestalt questions for problem solving
Writing with colors
Students set personal learning objectives
Foster creativity
Interviews, check – lists, surveys
Assorted Visuals
Teachers give students some learning activity choices

CALLA

SDAIE

Goal is to teach grade - level content
Learning language is a by product of learning content
Instruction in English with primary language support
Access to common core is intentionally planned
Planned with ELD scaffolds
Teachers assess student academic content and knowledge of skills
Intermediate or advanced levels
Small collaboration groups
Portfolios, running records, formal and informal assessments
Speech adjustments ( teacher speed, repetitions, paraphrasing. )
Schema building for connections
Bridge with student experiences
Appropriate questioning wait time
Clarify concepts in home language
Re – present and scaffold
Evaluate with established benchmark goals
Embed and spiral content

Emphasis on segregated literacy skills
L2 is developed
Subject verified teachers
Grade level scope and sequence
Standards based scaffolded instruction and content
Focus on requisite vocabulary
Language and content area development
Hands - on activities
Cooperative Learning
Guarded Vocabulary
Visuals, graphs, wall charts
Organizers and media supplements
Digital trackers to monitor individual progress

Sheltered Method

Goal is English language development
Content learning is a by – product of ESL.
Instruction - English
Grade appropriate rich content
Differentiated delivery
Formative/ Summative assessments.
Learning centered teaching
Use of grade level texts with adequate supports
Differentiated supports according to levels

ELD Method

​Grammar Translation Method

​Emphasis on reading, writing and grammar.
Less emphasis on communicative methods
Grammar is taught holistically
The setting in generally L2 immersion
Limited use of L1
May include audiolingual lessons
Drills, corrections, repetitive practice
Teacher chosen reading selections

Concurrent teaching of academic matters and language
Thematic units
Cross - curricular objectives with collaborative learning.
Content and language goals across curriculum at grade levels.
Ongoing formative and summative assessments
Visual supports and organizers
Skills within contexts
4 domains: speaking , reading, writing, listening
L2 is developed
Endorsed or certified teacher
Apply assorted inductive and deductive methods
Assessments in all content areas
Integrated contents across all curricular areas

ICBM

​QTEL Method

Lessons are planned on examples which connect to learning theories
Sustain rigorous learning
Have high expectations
Develop quality interactive learning
Sustain language focus
Provide quality curriculum and instruction
Encourage students to ask questions
Assess students regularly in a variety of ways.