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This document outlines 14 guidelines for effective English language development (ELD) instruction based on research on English learners. The guidelines are grouped into those that are strongly supported by evidence and those that are emerging hypotheses. The strongly supported guidelines recommend that ELD instruction be provided daily with a focus on listening and speaking, explicit teaching of English elements, integration of meaning and communication, and corrective feedback. Emerging guidelines suggest maximizing English use while strategically using students' primary language, teaching language learning strategies, emphasizing academic language, continuing ELD through advanced proficiency levels, using language objectives, grouping by proficiency for ELD then mixing for other classes, and prioritizing ELD programs.
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Luận Văn Group viết thuê luận văn thạc sĩ,chuyên đề,khóa luận tốt nghiệp, báo cáo thực tập, Assignment, Essay
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Tham gia nhóm hỗ trợ viết bài fb: https://www.facebook.com/groups/285625754522599?locale=vi_VN
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Digital Artefact 1 - Tiny Home Environmental Design
California 2010-saunders-guidelines
- 1. From Saunders, W. and Goldenberg, C. (2010). Research to Guide English Language Development Instruction. In Improving Education for English Learners: Research-Based Approaches (pp. 21-81). Sacramento, CA: California Department of Education. From Key Phrase Guideline Guidelines Based on Relatively Strong Supporting Evidence from English Learner Research 1. Teach ELD! 1. Providing ELD instruction is better than not providing it. 2. Planned Interactive Activities. 2. ELD instruction should include interactive activities among students, but they must be carefully planned and carried out. 3. Devote time! 3. A separate block of time should be devoted daily to ELD instruction. 4. Listening & speaking. 4. ELD instruction should emphasize listening and speaking although it can incorporate reading and writing. 5. Elements of English. 5. ELD instruction should explicitly teach elements of English (e.g., vocabulary, syntax, grammar, functions, and conventions.). 6. Meaning AND ELD 6. ELD instruction should integrate meaning and communication to support explicit teaching of language. 7. Corrective Feedback. 7. ELD instruction should provide students with corrective feedback on form. Guidelines Based on Hypotheses Emerging from Recent English Learner Research 8. Maximize English. (Use L1 strategically) 8. Use of English should be maximized during ELD instruction, the primary language should be used strategically. 9. Teach Strategies for Language Learning & Communication. 9. Teachers should attend to communication and language learning strategies and incorporate them into ELD instruction 10.Academic Language. 10. ELD instruction should emphasize academic language as well as conversational language. 11.ELD UNTIL Level 4 or 5. 11. ELD instruction should continue at least until students reach level 4 (early advanced) and possibly through level 5 (advanced). Guidelines Based on Hypotheses Emerging from Recent English Learner Research 12.Language Objectives. 12. ELD instruction should be planned and delivered with specific language objectives in mind. 13.ELD = Proficiency Groups | Other times = mixed 13. English learners should be carefully grouped by language proficiency for ELD instruction; for other portions of the school day they should be in mixed classrooms and not in classrooms segregated by language proficiency. 14.Prioritize ELD! 14. The likelihood of establishing and/or sustaining an effective ELD instructional program increases when schools and districts make it a priority.