1. 10 Principles of ELL Content Instruction by 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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3. 1. Language and content go hand in hand
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4. 1. Language and content go hand in hand
Students can’t 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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5. 2. Concept and language gaps require different approaches
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6. 2. Concept and language gaps require different approaches
A wrong word does not always indicate an incorrect understanding, so don’t 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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7. 3. There are stages of development in language learning
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8. 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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9. 4. Don’t dilute/compromise content
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10. 4. Don’t 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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11. 5. Linguistic adjustments make content accessible
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12. 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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13. 6. Use reading and writing activities strategically
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14. 6. Use reading and writing activities strategically
Different content focuses on different skills (ex. science: listening/speaking).
It’s 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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15. 7. Grade Fair
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16. 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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17. 8. Affective Factors Influence Learning
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18. 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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19. 9. Academic language must develop as a separate skill
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20. 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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21. 10. Cross-disciplinary collaboration is essential
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22. 10. Cross-disciplinary collaboration is essential
Patience to overcome obstacles as well as foresight and sensitivity are needed.
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