Second Language Acquisition: Instructional Methods

Second Language Acquisition: Instructional Methods

Isabella M. Buchta

Grace E. Kendall

School of Education

Loyola Marymount University

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Abstract

The purpose of this paper is to examine ELD instruction and sheltered instruction

program models and the differences between them, as seen through the respective classrooms of

two different English language development teachers. Using data gathered from interviews with

both a teacher of a sheltered instruction classroom and an ELD instruction classroom, the results

of the paper suggest that both instructional models are efficient in teaching second language

acquisition when considering the results of previous research and theories into the most

successful instructional strategies. The implications of these findings suggest that ELD

instruction and sheltered instruction have the greatest benefit to ELL students when implemented

concurrently.
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Introduction / Literature Review

The intent of this paper is to examine two English language learners and compare the

instruction models used in their respective classrooms, as well as the theoretical backgrounds

behind them. More specifically, this paper will take an in-depth look into ELD instruction and

sheltered instruction program models, the benefits and shortcomings of them, and the differences

between them. The two instructional program models for English language learners are

commonly mistaken (Wright, 2010), despite there being key differences between the two. Most

significant to the course of this paper’s investigation is the distinction that “while the primary

goal of sheltered instruction is academic success in the content areas, the primary goal of ELD

instruction is learning English” (Saunders, W., Goldenberg, C., & Marcelletti, D., 2013). By

comparing the experience of a Vietnamese student in an American classroom with

standards-based content-area instruction to the experience of a Korean student in a Korean

“hagwon” English academy, this paper will reflect on the efficiency of language acquisition

within the two different program models.

Sheltered Instruction

A study by Hind A. Al Fadda (2020) evaluates the implementation of the Sheltered

Instruction Observation Protocol (SIOP) model in a classroom in Riyadh, Saudi Arabia. The

results of the student suggest that “educational qualification, career status, job experience and

training courses substantially affect application of the SIOP model in the classroom” (Al Fadda,

2020). Furthermore, the results recommend training teachers on the SIOP model, as well as
Second Language Acquisition: Instructional Methods 4

providing other countries with the guidelines to SIOP implementation in the English classroom

(Al Fadda, 2020). The SIOP model itself is an observational research-based instrument to

measure the effectiveness of sheltered instruction, as well as the teacher’s effectiveness in

teaching English as a second language. In applying the SIOP model, “teachers present curricular

content concepts using tactics and methods that aid in improving content knowledge while

simultaneously improving academic English skills” (Al Fadda, 2020). To do this, teaching

strategies include incorporating multiple mediums into the curriculum such as writing, speaking,

listening, and reading in a flexible and inviting manner. The SIOP model consists of eight

components: lesson preparation, building background, comprehensive input, strategies,

interaction, practice or application, lesson delivery, and review and assessment. The results of the

study confirm that “SIOP framework should be implemented at a sizable school- based level,

where teachers can familiarize themselves with it and understand it as a part of their academic

responsibilities,” (Al Fadda, 2020). Furthermore, the results indicate that the SIOP model and the

classroom environment is for English language teachers is very important in educating their

instruction.

Test of English as a Foreign Language (TOEFL)

Yangting (Tina) Wang (2019) conducted a study to assess the impact of TOEFL ITP

assessment on instructor’s course content and teaching methods. The study consisted of a

qualitative research design; fourteen classroom observations and student interviews were

collected, as well as four teacher interviews. Additionally, five TOEFL classes and four TOEFL
Second Language Acquisition: Instructional Methods 5

teachers participated in the study (Wang, 2019). Results of the study concluded “that teachers

relied on the TOEFL textbooks to teach and practice test-taking strategies. They followed a

‘teach-model-practice-explain’ structure during their instruction and spent the majority of class

time conducting teacher-centered activity and student-alone activity” (Wang, 2019). Within the

context of the study’s intention of discovering “how TOEFL is taught in ESL classrooms and to

provide suggestions on how teachers can improve their TOEFL teaching practices,” the findings

indicate that is necessary to use multiple engagement options- specifically visuals- rather than

solely relying on the textbook’s lesson and curriculum (Wang, 2019).

English Language Development (ELD)

William Saunders, Claude Goldenberg, and David Marcelletti (2013) conducted research

and gathered evidence with the purpose of composing universal guidelines for instruction in the

subject of English language development. The research findings conclude the importance of

distinguishing between ELD instruction and sheltered instruction; “in ELD instruction, language

is the primary objective and content is secondary. In sheltered instruction, content is primary and

language is secondary” (Saunders, Goldenberg, Marcelletti, 2013). In these regards, the research

indicates that the importance mainly lies within discerning these distinctive goals of the

instructional methods. Findings of the study suggest that some of the most effective guidelines

for ELD instruction include explicitly teaching forms of english, emphasizing academic

language, and focus on listening and speaking over reading and writing. Furthermore, the study
Second Language Acquisition: Instructional Methods 6

provides evidence of the importance of ELD instruction, even when sheltered instruction is also

being implemented.

Methodology

Participants

Participant One. The first participant in this study was former english language

development coordinator of North High School in Torrance, California, Meghan Thompson. As

the ELD coordinator, Mrs. Thompson handled ELL student placements, curriculum, instructional

support, as well as taught ELL students in mainstream, sheltered, and ELD classrooms. She also

did district wide in-service training for ELL programming and instruction. Prior to her teaching

career, Mrs. Thompson earned a Bachelor of Arts in History, a California teaching credential,

and a Master of Arts in Curriculums, Teaching, and Special Education. She also was a student of

Dr. Stephen Krashen, and as a result, is very knowledgeable in his theories of second language

acquisition, as well as the application of those theories.

Benjamen Totman. Mr. Totman is currently a teacher at “hagwan” (academy) in

Dongtan, South Korea. The hagwan, In2 English School, runs concurrently with mainstream /

public schools. Mr. Totman is a native English speaker from the United States. He has a Bachelor

of Arts in Psychology and Philosophy, as well as a TEFL certificate. Additionally, Mr. Totman

teaches exclusively in a contained ELD classroom.

Instruments / Data Collection

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With both participants, data was collected through a series of interviews. Both

participants discussed their experiences teaching English as a second language, their educational

background in the field, and the mediums and instructional methods used in their classrooms.

They also provided information about students and their performances and experience as ELL

students.

Data Analysis

The study evaluates exclusively qualitative data, as student information and scores are

confidential. As such, data has been analyzed using the information provided by the participants.

This study’s investigation of ELD instruction and sheltered instruction program models, their

differences, and the benefits and shortcomings of each is achieved by comparing aspects of both

participants’ accounts of their classroom structures, method, and efficiency.

Results

For the purpose of this investigation, the results will reflect data gathered from Mrs.

Thompson’s sheltered classrooms as well as Mr. Totman’s English Language development

classrooms.

Lesson Planning and Curriculum

Sheltered Instruction. In regards to curriculum standards, they were the same for all

students regardless of any language barriers. To meet grade level content standards, lesson plans

include a variety of mediums such as audible books, storyboards, acting things out, etc., to

remove language obstacles in the way of meeting standards. Furthermore, lesson planning
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catered to visual, auditory, and kinesthetic learning. Instructional strategies were modeled on

Krashen’s theories of language acquisition input hypothesis.

ELD Instruction. Mr. Totman’s classroom, as it does not require content-based

instruction, includes rotating ELD lessons throughout the week. The ELD curriculum taught at

his school includes lessons in reading, vocabulary and grammar, conversational English, phonics,

and academic English. Instruction is very specific to the lesson being taught; for example,

students in phonics class do not need to know the meaning of words as long as they are

pronouncing it correctly, and vise versa for students in vocabulary / grammar class. Additionally,

Mr. Totman and other teachers implement a “presentation, practice, production” instructional

model in order to introduce material organically using English. Instructional methods include

reading aloud in English as a group, using images, using conceptual vocabulary, etc.

Assessment Methods

Sheltered Instruction. English language learners in standards-based content-area

classrooms content classes were assessed on their content mastery. Their mastery level was

determined by a student’s understanding of the content, and they were able to demonstrate that

understanding in any format, including writing, drawing, speaking, translation, etc.

ELD Instruction. Assessment of language acquisition in Mr. Totman’s ELD classroom

consists of English grammar and reading quizzes. Participation and progress is also evaluated in

monthly report cards. Additionally, all new students are tested to assess their proficiency level in

English. The goal of the program is fluency in English, and instruction is planned to prepare
Second Language Acquisition: Instructional Methods 9

students for the yearly benchmark progress scale, International English Language Testing System

(IELTS), which is the only formal assessment of the students’ language acquisition and learning.

Teacher Qualifications

Sheltered Instruction. ELD classroom teachers at North High School were required to

have CLAD credentials, and an education or background in Language Acquisition techniques.

Additionally, the ELD coordinator observed classrooms and worked with teachers to improve

content accessibility for students on a regular basis.

ELD Instruction. A TEFL certificate and Bachelor's degree is required for all teachers at

the school. Teachers are all also from English speaking countries and/or native English speakers.

Earning a TESL certificate consists of a 120 hour online course, where the emphasis is on ESL

basic lesson planning skills. The course does not cover SLA theory, and instead only offers

guidelines for methodology.

Discussion

Mrs. Thompson’s class follows the sheltered instruction program model in that its

“instruction is ‘sheltered’ (or adjusted) in order to help students learn skills and knowledge in the

content areas” (Saunders, Goldenberg, Marcelletti, 2013). In Mr. Totman’s classroom,

“instruction is designed specifically to advance English learners’ knowledge and use of English,”

reflecting the English language development instructional model (Saunders, Goldenberg,

Marcelletti, 2013). Both methods of instruction contain aspects of the reviewed literature’s

suggestions and findings on how to effectively instruct ELL learners. For example, the finding
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that “ELD instruction should explicitly teach forms of English (e.g., vocabulary, syntax,

morphology, functions, and conventions)” is reflected in Mr. Totman’s ELD instruction, while

Mrs. Thompson’s ELD program aligns with evidence that “The likelihood of establishing and

sustaining an effective ELD instructional program increases when schools and districts make it a

priority,” and both classrooms follow the finding that “ELD instruction should emphasize

academic language as well as conversational language” (Saunders, Goldenberg, Marcelletti,

2013). Additionally, in consideration with Al Fidda’s study’s (2020) finding “the research

emphasize[s] the need to consider teachers’ qualifications concerning the application of the SIOP

model,” Mrs. Thompson’s experience with second language acquisition theory and practice, as

well as her high qualifications as an ELL teacher and ELD coordinator explain the success of her

students’ acquisition and learning of the English language (Al Fidda, 2020). Finally, the findings

of Wang’s study, which explores teaching english language acquisition with the objective of

meeting predefined standards, suggest that instruction is most effective when multiple

engagement options are utilized, which is the case in both Mrs. Thompson’s and Mr. Totman’s

classrooms. The parallels between the findings of previous research and the instructional

strategies employed in both instructional program models indicate the efficiency in both

sheltered and ELD instruction to be reliant on the teacher’s use of instructional materials, as well

as planning of accessible lessons.

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Conclusion

In short, this paper’s inquiry into the efficiency of language acquisition within the Mrs.

Thompson’s sheltered instruction program model and Mr. Totman’s English language

development instruction program illustrated that both instructional models, as employed in the

participants’ classrooms, follow what previous research proves to be successful strategies and

methods. This study is, however, limited in its inability to analyze the efficiency of the

instructional methods in comparison with one another, as there is not enough quantitative data to

suggest that one instructional model is more productive than the other in acquiring a second

language. Furthermore, results of this paper imply that while both sheltered and ELD instruction

prove to be competent instructional models, they would be even more efficient when

implemented concurrently with each other.

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References

Al Fadda, H. A. (2020). Implementation of the Sheltered Instructional Observation Protocol

(SIOP) Model in the Saudi Classroom: EFL Teachers’ Perspectives. Arab World English

Journal, 11(2), 339–360.

Saunders, W., Goldenberg, C., & Marcelletti, D. (2013). English Language Development:

Guidelines for Instruction. American Educator, 37(2), 13–25.

Wang, Y. (2019). The Impact of TOEFL on Instructors' Course Content and Teaching Methods.