With the increase of ethnic diversity and different cultures in school, it has been big challenge for educators to find out better and more effective ways to teach these ELL students. SDAIE 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. I would like to talk about the components of SDAIE and the strategies to be used when implementing SDAIE. Also, I will analyze the relationship to the theory of Multiple Intelligences.
The main concept is to make ELLs learn language and content at the same time. Ells learn language through the content they learn.
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If necessary , body language or facial expressions are needed to help students understand the content .
• Teacher should use visual tools and manipulatives. Pictures, graphic organizers, bulletin boards are good input to assist ELLs to learn the content even they don’t know every single word from the textbook.
• Teacher can pair ELLs with native English speakers and design some hands-on activities so every student has the chance to participate. The interaction between student student, teacher student and student group will create a very positive environment to make ELL students feel comfortable to study.
• Before the class, the teacher should have prior knowledge so they already know the background and culture of their students. When they teach the new knowledge, it can be bridged with the knowledge the ELLs already know by using their primary language.
• “ Scaffolding” is a good guidance for ELLs to learn content under Teacher’s instruction and teacher uses modeling ,bridging to help them go through at the beginning. Later on, teachers will slowly release more responsibilities to students make them more
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We cannot judge people base on one intelligence. If we apply his theory in the schools which have a lot of ELLs, we can see the connection between his theory of multiple intelligences and SDAIE.
Considering students have multiple intelligences and each student has different learning styles, teachers use audio, visual tools and manipulatives to help ELLs to better understand the content. They also learn language through the content because they understand the content. For example, the class I just observed on last Thursday, the teacher shows the map and also plays the documentary to students which attracts students’ attention and they get the most correct answers in a small quiz at the end of the class.
SDAIE also utilizes students’ interpersonal and Intrapersonal intelligence. Teacher pairs ELL students and native English speakers as a group to participate the activities because the teacher believes that their interpersonal intelligence will help ELLs to absorb the knowledge. In the history class I observed, the teacher pairs two student as a group to do the jeopardy game. I can see this way is very effective and useful. All students are very actively engaged in this game and they feel it’s so fun to learn through
After viewing the panel discussion about how our local school districts have implemented English Language Learning in their school, I am very intrigued. From what I gathered the field of ELL is a growing industry in education, especially in Colorado Springs. We have ELL’s students coming from all over the world. Here in Colorado Springs alone, school districts have to accommodate for over fifty different languages spoken by ELL’s. I can only imagine the challenge that comes with such a diverse group of non- English speakers in our community schools.
During the first day of ESL academy, I realized the inadequacy of my knowledge concerning the needs of ELL students and how woefully lacking my instruction had been for former students whose first language was not English. Partici...
There are several key ideas that are crucial to understanding the best way to teach young, ELL students. The first idea is the importance of recognizing ELL’s feelings of isolation and alienation. When a teacher recognizes this, they are more capable of helping the student feel a part of the class. The student will struggle to participate if they do not feel like they belong with the other students. There is not only a language barrier, but also sociocultural differences that prohibit them from feeling accepted. Tiffany emphasizes the importance of acknowledging this problem and being aware during classroom activities. She suggests that you get a deep understanding of their cultural background, not just a “touristy” one.
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...gies that can be implemented to diminish the achievement gap. Some strategies include pairing up the ELL student with a buddy in the class and incorporating the use of group work to help the student feel more comfortable asking questions and for help; also allowing the ELL student to practice their English with their peers.
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I adapt the text materials for ELLs in my classroom by first of all, teaching them and constantly modeling how to preview the text and to make predictions by carefully looking at the text features. This strategy has resulted to be very effective not only for my ELLs but also, to my Tier 2 & 3 students. Secondly, I try to build some background knowledge and understanding for the students by having a conversation about the text important or difficult words and effective strategies to unveil their meanings. If possible and if is available, I play a short video about the topic to relate the students with the main concept or topic that the text will be about. This helps them to grasp a better picture of the big ideas. In addition, I base the
...is approach, the flip classroom is combined with Freire’s problem solving approach for second language learners (Marshall and DeCapua, 2013). The students are presented with a stimulus at the beginning of the session such as a photo or a story. The students explore the problem presented in the stimuli and how it relates to them. They are then required to bring to the problem the knowledge and understanding that they possess. Gaps in their understanding are revealed through peer interaction. The learners are then presented with the resource that they will need to explore in their own time and how it might assist them in bridging the identified gaps. This approach can be used to explore the cultural dissonance and discomfort that an ESL learner might experience. The active learning that is promoted improves the second language acquisition (Gass and Mackey, 20006).
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Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
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As time goes by and as the global community develops, the world grows more and more international, making second or third language acquisition become necessary to the majority. With the growing importance of multiple language ability, more and more parents think of bilingual or multilingual education, which means acquisitions of two or more languages, for their kids. In fact, we do have many reasons showing why multilingual education is important and beneficial, such as aspects of interpersonal relationship, employment, brain health, and so on.