ESL STRATEGIES

A. Methodologies/ Approaches A1 A2 A3 Total Physical Response (TPR) Natural Approach Cogniti e Acade!ic "anguage "earning (CA""A) A# $hole "anguage Approach A% "anguage &'perience Approach ("&A) A( Retelling a )tory A* Acti ating -1 =lo2 Charts -2 Maps -3 Charts -# @raphs -% Pictures -( )e!antic $e33ing / Mapping -* T0Charts -9 .enn 4iagra!s -1: Ti!elines -11 Co!puter/)o+t2are -12 -13 -1# -1% -1( -1* -18 -19 -2: C1 C2 C3 C# C% C( C* C8 C9 4. /ther 1nteracti e )trategies 41 42 43 4# 4% Realia .ideos/=il!s / C4 R/M 4e!onstrations Captioning "a3eling Music / )ongs Aa<< Chants / Raps Cassettes0Music / -oo,s "anguage Master Peer -uddy )!all @roup Acti ities Pairs and Threes Aigsa2 BCornersC Thin, / Pair / )hare Cooperati e "earning (@roup Reports / ProDects) Panel 4iscussions / 4e3ate Choral Reading / Read Around @roups =ield Trips 7.$." (7no2 / $ants to 7no2 / "earned) Role Play @a!es 4ialogue Aournals =. Multicultural Resources @. Alternati e Assess!ent 1nstru!ents &. Modi+ied Class $or, (-ased on "e el o+ &nglish Pro+iciency) &1 &2 &3 &# &% &( &* &8 &9 &1: &11 &12 &13 &1# &1% &1( &1* &18 &19 &2: &21 &22 &23 &2# &2% &2( =1 =2 =3 =# @1 @2 @3 @# @% @( @* @8 @9 @1: @11 .ary Co!ple'ity o+ Assign!ent /ne0on0/ne 1nstruction 2ith Teacher or Aide Modi+y Nature o+ Assign!ent )u3stitute 4iagra! +or Paragraph 5se o+ 6o!e "anguage +or 1nstruction &'plain 7ey Concepts Repeat / Paraphrase / )lo2 4o2n .oca3ulary 2ith Conte't Clues Reading 2ith a )peci+ic Purpose 5se )i!ple; 4irect "anguage ("i!it 1dio!s) 5se all Modalities / "earning )tyles Pro ide Meaning+ul "anguage Practice 4rills ()u3stitution; &'pansion; Paraphrase; Repetition) Matching 2ith .isuals 5nscra!3le )entences; $ords; .isuals Categori<e .oca3ulary Conte't Clues /utline Notes 4irected Reading / Thin,ing Acti ity (4RTA) )e!antic =eature Analysis )>3R ()ur ey; >uestion; Read; Recite; Re ie2) )u!!ari<ing Note0ta,ing $ord -an,s Repetition >uestion0Ans2er Relationship (>AR) @uest )pea,ers 5se o+ Co!!unity Resources Cultural )haring .aried 6oliday Acti ities 1nter ie2 Content Retelling Content 4ictation Clo<e Procedures @raphic Representation )tudent )el+0rating and & aluation Teacher Rating Chec,list $riting )a!ple @roup Testing /3ser ation / Anecdotal Port+olio

-. .isuals ? @raphic /rgani<ers

? /ther Audio/ .isuals

C. 1nteracti e )trategies ? Cooperati e "earning Acti ities

A.
A1.

Methodologies / Approaches

Total Physical Response (TPR)

1n TPR; teachers interact 2ith students 3y deli ering co!!ands; and students de!onstrate co!prehension through physical response. )tudents are not e'pected to respond orally until they +eel ready. This strategy in ol es little or no pressure to spea,. (Asher, 1992). A2. The Natural Approach

1n this approach (Krashen and Terrell, 1983), students acEuire ne2 oca3ulary through e'periences and associations 2ith the 2ords; as such 2ords are e!ployed in a !eaning+ul conte't. &'tended listening e'periences include physical response acti ities; use o+ i id pictures to illustrate concepts; and acti e in ol e!ent o+ the students through physical contact 2ith the pictures and o3Dects 3eing discussed03y !eans o+ choice0!a,ing; yes0no Euestions; and ga!e situations. A3. The o!niti"e Aca#e$ic Lan!ua!e Learnin! Approach

The Cogniti e / Acade!ic "anguage "earning Approach (CA""A) (Chamot & OMalley, 1994) assists in the transition +ro! a language arts progra! in 2hich content is !ade co!prehensi3le through the use o+ &)/" strategies to the B!ainstrea!C language arts curriculu! 3y teaching students ho2 to handle content area !aterial 2ith success. CA""A can help inter!ediate and ad anced students in understanding and retaining content area !aterial 2hile they are increasing their &nglish language s,ills. A%. &hole Lan!ua!e Approach

1n a $hole "anguage Approach; linguistic; cogniti e; and early literacy s,ills are de eloped in an integrated +ashion. 1nstructional strategies +or a $hole "anguage Approach include the +our language s,ills o+ listening; spea,ing; reading; and 2riting ( oodman, oodman & !ood, 1989). A'. Lan!ua!e E(perience Approach

The goal o+ the "anguage &'perience Approach ("&A) is to ha e students produce language in response to +irst0hand; !ulti0sensorial e'periences. The "&A uses the studentsF ideas and their language to de elop reading and 2riting s,ills. )teps +or using the "anguage &'perience Approach in the classroo! ("#$on & %essel, 1983).

Step 1) Pro"i#in! the E(perience * +oti"ation An e'perience story is 3ased on an e'perience the teacher and students share. Step 2) ,acilitation Lan!ua!e Pro#uction 1!!ediately +ollo2ing an e'perience students need to interact 2ith each other to discuss the e'perience and 2hat it !eant to the!. Step 3) reatin! a Personal -ie. Representation The teacher has the students dra2 or paint a picture a3out so!ething interesting a3out the acti ity.

Step %) Retellin! E"ents * Reactions A olunteer is selected to share his or her picture 2ith the group. Step ') &ritin! Stu#ents/ State$ents The teacher as,s each student a Euestion and records his / her ans2er; 2riting on the chal,3oard e'actly 2hat the student says; using large !anuscript letters. A+ter 2riting each state!ent; the teacher reads it 3ac, to the group +or con+ir!ation. $hen +our or +i e state!ents are on the 3oard; the students decide their seEuential ordering. The state!ents are then nu!3ered and trans+erred to a sentence strip; and the students correctly arrange the strips on a chart holder. Step 0) Rea#in! A+ter the chart or indi idual state!ents ha e 3een co!pleted; students read their state!ents to each other and to the teacher. Step 1) &ritin! As students de elop 2riting s,ills; they copy the story into their note3oo,s or on lined paper. Step 2) ,ollo. 3p .ith Acti"ities The story !ay 3e reread on se eral su3seEuent days either 3y the teacher; the students; or 3oth. )tudents can also sa e the story 2ith other language e'perience class stories to +or! their o2n class 3oo, +or later reading. A0. Retellin! a Story

)torytelling is an i!portant !ethod +or pro iding natural language e'periences e en during ery early states o+ language acEuisition. )tories should 3e highly predicta3le or +a!iliar to the students +ro! their nati e culture. They should 3e repetiti e; !a,ing regular use o+ patterns. The story line should lend itsel+ to dra!ati<ation and panto!i!e.

A1.

Acti"atin! Prior 4no.le#!e

=or !aterial to 3e !eaning+ul; it !ust 3e clearly related to e'isting ,no2ledge that the learner already posses (Oma&&#o, 1993). Teachers !ust plan acti ities in their instruction to pro ide the rele ant conte't to acti ate studentsF ,no2ledge on the topic discussed.

-.

.isuals

Teachers should use isual displays (i.e. graphs; charts; photos) in the lessons and assign!ents to support the oral or 2ritten !essage. .isual / graphic organi<ers should 3e used 3e+ore presenting a reading passage. The pro ision o+ additional conte'tual in+or!ation in the +or! o+ a isual should !a,e the co!prehension tas, easier (Oma&&#o, 1993). 51. ,lo. harts

This graphic organi<er strategy assists students in representing position; role and order relationships a!ong group ele!ents. )tudents dra2 a representation o+ a seEuential +lo2 o+ e ents; actions; character roles; and / or decisions. -ased on the situation; the graphic +ra!e +or the +lo2chart can 3e student and / or teacher generated. 526'. +aps * harts * Graphs * Pictures .isual aids that assist teachers in de!onstrating relationships 3et2een 2ords and concepts. 50. Se$antic &e77in! * +appin!

This strategy pro ides "&P students 2ith a isual picture o+ ho2 2ords or phrases connect to a concept or a topic. The instructor lists the target topic or concept; and 3uilds a 2e30li,e structure (3y circling and connecting the 2ords) o+ 2ords; phrases and er3s that students o++er as 3eing connected 2ith the central topic. Class discussion !ay +ollo2; 2ith the instructor as the +acilitator; to argue against or to de+end the percei ed relationships o+ the called out 2ords to the topic; and e entually a consensus is reached as to 2hat the class 3elie es constitutes a B2e3C +or that concept. 51. T6 harts

T0Charts are graphic organi<ers that co!pare / contrast t2o topics 3y di iding a page in hal+ li,e a BTC. 52. -enn 8ia!ra$s

.enn diagra!s can 3e used to create a isual analysis o+ in+or!ation that represents si!ilarities and di++erences a!ong concepts; peoples and things. This graphic organi<er is constructed 3y using t2o or !ore o erlapping geo!etrical +igures (i.e.G circles; sEuares; rectangles) that share an

area in co!!on. )tudents list the uniEue characteristics o+ each concept or o3Dect 3eing co!pared in the area not 3eing shared 2ith any other +igure; and those ele!ents that are co!!on to all in the co!!on shared area. 59. Story +aps

)tory !aps are isual outlines to help students understand; recall; and connect ,ey ter!s and ideas +ro! a te't. )tory !aps !ay 3e !ade indi idually or 3y the class as a 2hole. 51:. Ti$elines

Ti!elines are graphic organi<ers that allo2 learners to organi<e seEuential e ents chronologically; and also gi e !eaning+ul practice in the past and present tenses. 511. o$puter * So;t.are

This in ol es the use o+ technology to pro!ote Co!puter Assisted "anguage "earning (CA""). 512. Realia

-ringing realia (authentic o3Dects +ro! a culture); or !anipulati es to the classroo! helps teachers in pro iding co!prehensi3le input in a second language. )tudents should 3e allo2ed to touch; s!ell; and taste; i+ possi3le; prior to 3eing e'posed to the lesson; +or opti!al co!prehensi3le input. 513. -i#eos * ,il$s* 86R<+

-orro2ing +il!s and other audio isual !aterials +ro! school district !edia centers can help i!pro e a language arts lesson. Audio isuals also assist in illustrating ideas; reteaching a concept; or in+using content area concepts +ro! other disciplines. 1t is al2ays 2ise to pre ie2 the audio isual !aterials 3e+ore sho2ing the! to a class; screening the! +or possi3le language di++iculties; !isleading cultural in+or!ation or contro ersial content. 51%. 8e$onstrations

4e!onstrations in ol e step03y0step seEuential procedures presented to the class using realiaH i.e. coo,ing lessons; arts and cra+ts lessons; etc. 51'. aptionin!

Captioning uses 2ritten !aterials and pictures to de!onstrate !ain ideas or to su!!ari<e e'ercises. Captioning can in ol e students at di++erent language le els.

)teps +or using Captioning in the Classroo!G 1. &'plain 2hat a caption is. 2. 6a e learners read in+or!ation on handout you de elop and distri3ute. 3. 4istri3ute illustrations and ha e students arrange in order o+ 2ritten in+or!ation. #. 6a e each group caption the pictures; and read their captions to the class. 510. La7elin!

"a3eling ite!s in the classroo!s 2ill assist "&P students in the identi+ication o+ ite!s and in relating the! to 2ritten 2ords. 511619. +usic * Son!s= >a?? hants * Raps= assettes6+usic * 5oo@s

"anguage teachers +reEuently use !usic and chants in their classes. These acti ities are !oti ating +or students and assist in rein+orcing and re isiting content area concepts 2hile acEuiring &nglish pronunciation and intonation patterns. Aa<< Chants are rhyth!ic e'pressions o+ standard &nglish as it occurs in situations through the use o+ !usic or rap. Aa<< chants i!pro e intonation; oca3ulary and gra!!ar de elop!ent. 52:. Lan!ua!e +aster

Auditory practice is o3tained through the use o+ "anguage Master Cards to pro ide repetiti e tas,s that increase oca3ulary and pronunciation s,ills.

C.

1nteracti e )trategies

163. Peer 5u##y * S$all Group Acti"ities * Pairs an# Threes )!all cooperati e groups are used to pro ide ho!e language assistance and opportunities to negotiate !eaning in the de elop!ent o+ second language co!!unication s,ills in a non0 threatening en iron!ent. %. >i!sa.

This is a cooperati e learning strategy in 2hich e eryone 3eco!es an Be'pertC a3out a topic or su30topic; and shares his or her learning 2ithin a group setting so that e entually all !e!3ers learn the content. To i!ple!ent this strategy; the students are di ided into groupsH each group !e!3er is assigned a section or a part o+ the !aterial selected +or study. &ach student !eets 2ith the !e!3ers o+ other si!ilar groups 2ho ha e si!ilar assign!ents; +or!ing a ne2 group. This ne2 group learns together; 3eco!es an e'pert on their assigned !aterial; and then plans ho2 to teach this !aterial to !e!3ers o+ their original groups.

)tudents later return to their original groups (2hose !e!3ers each no2 represent one o+ the di++erent areas o+ the topic 3eing studies) and teach their area o+ e'pertise to the other group !e!3ers. 1n this !atter; a topic or su3Dect o+ great length can 3e co ered and learned in a +raction o+ the usual ti!e. "&P students can learn the !aterial !ust !ore e++ecti ely since they also !ust 3eco!e teachers o+ the content they ha e learned to the !e!3ers o+ their original groups. Aigsa2 o++ers !any opportunities +or language acEuisition; practice; enrich!ent and rein+orce!ent. '. A ornersB

This is also a cooperati e learning strategy; designed to opti!i<e the learning o+ the assigned tas,; and sharing that learning 2ith other students. The teacher needs to assign s!all groups o+ students to di++erent corners o+ the classroo!. They discuss arious solutions; perspecti es and points o+ ie2 concerning a pre0selected issue; and decide on a presentation +or!at. =inally; s!all groups present to the class. 0. Thin@ * Pair * Share

This strategy is 2ell suited to help students de elop their o2n ideas as 2ell as 3uild on ideas that originated +ro! co0learners. A+ter re+lecting on a topic; students +or! pairs and discuss; re ie2; and re ise their ideas; and e entually share the! 2ith the class. 1. ooperati"e Learnin! (Group Reports * ProCects)

Cooperati e "earning is a dyna!ic strategy through 2hich students de elop linguistic and acade!ic s,ills si!ultaneously (Calderon, 1988' Cohen, 198(' reen, 1991' Ka&an, 198)). 1n this highly success+ul strategy; "&P students 2or, together in s!all intellectually and culturally !issed groups to achie e a co!!on goal. The outco!e o+ their 2or, is 3oth a re+lection on ho2 2ell the group +unctioned; and an acade!ic assess!ent tool +or the instructor. 2. Panel 8iscussions * 8e7ate

This is also a cooperati e learning strategy in 2hich students organi<e planned presentations; 2here each !e!3er o+ the group ta,es one o+ the possi3le topic ie2points. The indi idual presentations !ay ha e oral; 2ritten or !ulti!edia co!ponents. )tudents +or! tea!s to research; de elop; and articulate their ie2points. This strategy helps the students in de eloping the a3ility to organi<e in+or!ation; to +ilter ideas and to dra2 conclusions. 9. horal Rea#in! * Rea# Aroun# Groups (RAG)

This is an acti ity designed to gi e students an opportunity to thin,; discuss; and 2rite a3out topics related to 2hat they ha e read.

ProcedureG 1. A+ter reading; teacher and students select a purpose and topic(s) +or a short 2riting acti ity. )tudents participate in a pre02riting acti ity such as 3rainstor!ing; de elop criteria +or the 2ritten 2or,; then +ree02rite +or a3out ten !inutes on a topic related to the reading. 2. )tudents code their 2ritten 2or, 2ith nu!3ers instead o+ using their o2n na!es. 3. Papers are collected 3y the teacher; and students are di ided into groups o+ +our or +i e and gi en the sa!e nu!3er o+ coded papers. #. & eryone in each group reads all the papers assigned to their group. This is done 3y reading +or a short ti!ed inter al; and then passing the papers around the circle and repeating the process until all papers are read. %. &ach group otes on the one or t2o papers that !eet the criteria 3est; and e'plains their choice. (. The teacher tallies the results o+ the papers oted B3estC on the chal,3oard and students share their ideas a3out ho2 and 2hy these papers are !ost e++ecti e in achie ing the gi en purpose; e.g.; organi<ation o+ in+or!ation; use o+ descripti e ter!s; persuasi eness; e++ecti eness in !a,ing a point.

4.
81. ,iel# Trips

/ther 1nteracti e )trategies

This strategy consists o+ a planned learning e'perience in the co!!unity +or the student group to o3ser e; study; and participate in a real0li+e setting; using the co!!unity as a la3oratory. The instructor and the students plan and structure the e'perience 3y preparing 3e+orehand +or acti ities during the isit and then engage in +ollo20up acti ities a+ter the trip. 82. 46&6L (4no.s * &ants to 4no. * Learne#)

An introductory or pre0acti ity strategy that pro ides a de+ined structure +or recalling and statingH $hat the student ,no2s regarding a concept or a topicH 2hat the student 2ants to ,no2; and +inally lists 2hat has 3een learned and / or 2hat is yet to 3e learned. To use this strategy; the student lists all the in+or!ation he / she ,no2s or thin,s he / she ,no2s under the heading B$hat $e 7no2CH then; the learner !a,es an in entory o+ B$hat $e $ant to 7no2C; categori<ing the in+or!ation a3out the topic the student e'pects to use. 83. Role Play

1n descri3ing learning strategies; "ale (199*) e!phasi<es that direct and purpose+ul e'periences are 3est +or all students; especially "&P learners. =or e'a!ple; students can de!onstrate co!prehension o+ a story 3y role0play through retelling; using realia; isuals; and props pre iously de!onstrated 3y the instructor.

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Ga$es

Allo2 "&P students to de elop con ersational s,ills in a non0threatening +or!at. @a!es are !oti ating +or students and assist in rein+orcing classroo! !aterial. 8'. 8ialo!ue >ournals

A dialogue Dournal is a 2ritten con ersation in 2hich a student and the teacher co!!unicate regularly and carry on a pri ate con ersation. 4ialogue Dournals pro ide a co!!unicati e conte't +or language and 2riting de elop!ent since they are 3oth +unctional and interacti e (Peyton I Reed; 199:). )tudents 2rite on topics o+ their choice and the teacher responds 2ith ad ice; co!!ents; o3ser ations; thus; ser ing as a participant; not an e aluator; in a 2ritten con ersation. 4ialogue Dournals can and should 3e used ery early in the language learning process. )tudents can 3egin 3y 2riting a +e2 2ords and co!3ining the! 2ith pictures.

&.

Modi+ied Class02or, (-ased on "e el o+ &nglish Pro+iciency)

E1612= 2:= 2262'. Modi+ying class02or, in ol es the use o+ a ariety o+ adaptations or !odi+ications that pro ide class02or, appropriate to the language pro+iciency le el o+ the "&P students; so that co!prehensi3le instruction can occur. Modi+ying class02or, allo2s +or di++erences in student learning styles and cultural di ersity +actors. E619. 8irecte# Rea#in! * Thin@in! Acti"ity (8RTA) The teacher directs the students in acti ities to chec, their prior ,no2ledge o+ the su3Dect; set the purpose +or reading; and 3eco!e acEuainted 2ith ne2 oca3ulary and concepts. At this stage; the students !ay also predict the content. )tudents then read s!all sections silently; 2hile ,eeping their predictions and purposes +or reading in !ind. They read critically. A+ter reading; the students thin, a3out 2hat they read. They re ise predictions or pro e the!. =ollo20up acti ities help students e'pand; su!!ari<e; and restate their ideas. E21. Sur"ey= Duestion= Rea#= Recite= Re"ie. (SD3R)

This is a pre0reading acti ity that helps students +ocus on their topic; de elop Euestions a3out that topic; and ans2er those Euestions 3ased on the reading. ProcedureG 1. )0)ur ey0Bpre ie2C 2. >0>uestion0$h02ords; such asG 2hy; 2ho; 2hat; etc. 3. 3R0Read; Recite; Re ie2

E20.

Duestion6Ans.er Relationship (DAR)

Teachers can use >AR 2hen de eloping co!prehension Euestions; helping students to identi+y di++erent Euestion types; and teaching te't organi<ation. The >AR classi+ication is di ided into +our Euestion types in t2o categoriesG A. +n the ,oo1. Right there The ans2er is in the te't; usually easy to +ind. The 2ords used to !a,e up the Euestion and 2ords used to ans2er the Euestion are Right There in the sa!e sentence. 2. Thin, and )earch (Putting 1t Together) The ans2er is in the te't; 3ut you need to put together di++erent te't parts to +ind it. $ords +or the Euestion and 2ords +or the ans2er are not +ound in the sa!e sentence. They co!e +ro! di++erent parts o+ the te't. ,. +n .o/r !ead 1. Author and Jou The ans2er is not in the te't. Jou need to thin, a3out 2hat you already ,no2; 2hat the author tells you in the te't; and ho2 it +its together. 2. /n Jour /2n The ans2er is not in the te't. Jou can ans2er the Euestion 2ithout e en reading the te't. Jou need to use your o2n e'perience.

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,16% +ulticultural Resources

Multicultural Resources

These include co!!unity resources; local organi<ations and clu3s (e.g. 6ispanic 5nity; 6aitian0 A!erican; @er!an0A!erican; 1talian0A!erican Clu3s; etc.) /rgani<e cultural sharing through &)/" Parent Ad isory Council; international +airs; parents as cultural representati es; 3usiness liaisons; !ulticultural guest spea,ers; ethnic +ol, !usic presentation; and !ulticultural students as resources +or acade!ic classes. =or sa!ples o+ aried holiday acti ities see Multicultural Calendar.

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G1. Inter"ie.s

Alternati e Assess!ent 1nstru!ents

1nter ie2s are an e'cellent strategy to allo2 the student to !aster the co!petencies necessary to gather in+or!ation a3out a particular topic and report on it +ollo2ing predeter!ined +or!at. This

is !ost e++ecti e 2hen students are guided to pre0plan a set o+ Euestions; use those Euestions to create a +or!at +or the inter ie2 and +inali<e it 2ith a presentation. G263= '61:. Port+olios; o3ser ations; inter ie2s; chec,lists; etc. are used to accurately assess the progress o+ "&P students 2hen they !ay not 3e ready to co!plete traditional reading and 2riting e aluations that reEuire reading on grade le el. They should 3e ongoing utili<ing a ariety o+ strategies and procedures to collect student 2or,. (Also called authentic assess!ent). G%. lose Proce#ures

This is an open0ended strategy in 2hich a selected 2or, or phrase is eli!inated +ro! a sentence or paragraph; 2hile the student is as,ed to co!plete the !issing 2ord. The Clo<e concept has also 3een applied to second language oral de elop!ent; in 2hich the instructor proposes a series o+ inco!plete oral state!ents; and the student B+ills inC the !issing in+or!ation. G11. Port;olios Port+olios use 2or, sa!ples chosen 2ith speci+ic criteria to e aluate student progress. )tudents co!pare their current e++ort to their pre ious 2or, rather than to the 2or, o+ other students.

Sources ,ad#a, Arnh#lda. (199(). 0an&/a&e Arts thro/&h 12O0' A &/#de 3or 12O0 Tea4her and Adm#n#strators, Tallahassee5 6lor#da "e7artment o3 1d/4at#on, O33#4e o3 M/lt#4/lt/ral 2t/dent 0an&/a&e 1d/4at#on. Tea4h#n& 1$4ellen4e and C/lt/ral !armony (T1AC!) (199)). Tra#n#n& o3 Tra#ners82ess#ons +8 +9, Tra#ners Man/al. Tallahassee5 6lor#da "e7artment o3 1d/4at#on.