This document discusses integrated teaching methods for early childhood English language learners. It defines integrated teaching as incorporating subjects within each other and connecting to students' lives. The document reviews how integrated methods like project-based learning can provide inquiry-based exploration. While research finds benefits to integration, it also notes English language learners may not benefit as much as native English speakers and teachers need better training to meet their needs. The document concludes by emphasizing the importance of preparing teachers for integrated instruction of diverse students.

1. Presented by Charlis Cunningham
April 28, 2015
University of Cincinnati
CI 7090

2.  The purpose of this literature review:
 Understand what best teaching practices are for
early childhood English language learners (ELLs)
 Define what integrated teaching is
 Understand how integrated methods of
instruction impacts young ELLs

3.  There is an emphasis on integrated and
interdisciplinary teaching
 Society has a high demand for critical
thinkers and creativity in its workforce
 21st century skills:
 Critical thinking and problem solving, communication
and collaboration, and creativity and innovation
 ELLs are a growing population in the U.S., achieve below
their native English speaking peers, have high dropout
rates, face inequitable learning situations in mainstream
classrooms

4.  Integrated teaching is an instructional
approach to curriculum that incorporates one
subject within others, and it can provide
connections to students’ lives outside of the
school environment
 It is commonly identified as:
 Integrated instruction
 Interdisciplinary instruction
 Multidisciplinary instruction

5.  Integrated teaching provides
inquiry-based learning and
exploration
 Inquiry learning is a method of
instruction that allows
students to learn through
practical investigations using
their five senses and
questioning
 Research states that
characteristics of inquiry
learning include open-ended
questions that stimulate
discussions and promote
higher-level thinking for
building understanding

6. What can we do with shapes?

7.  Project-based learning (PBL) is a form of integrated
teaching that uses inquiry in real-world settings and
promotes student collaboration
Students designed and constructed automobiles in STEM club. The
goal was to eventually design and build a model community out of
2D and 3D shapes in a program titled the “Architects of Abu
Dhabi.”

8.  Integrated teaching moves beyond the
classroom and connects to students’ lives.
 Student sociocultural background
 Prior knowledge
 Student interests
 Research states that learning is optimized for
ELLs when the learning environment helps
them connect to their various backgrounds.
 This can bring equity to the classroom in cases
where the culture of multilingual or immigrant
ELLs are usually excluded from school curriculum

9.  Integrated teaching commonly
promotes collaboration through
small group instruction or peer
groups.
 Collaborative learning communities
are essential for ELLs to have social
and academic conversation with
native English speaking peers
 ELLs need time to engage in
instructional conversation with the
teacher to help develop critical
thinking through shared
questioning, ideas and knowledge

10.  Non-ELLs are experiencing a greater benefit
from integration than their ELL peers
 ELLs do not capitalize on opportunities to
become self-sufficient like their English only (EO)
peers
 ELLs need better differentiation to grasp
language skills along with academic content
 Teachers must design small groups to meet ELLs
needs
 Educators need more knowledge on how to
instruct ELLs
 Teachers should be prepared to deliver
integrated instruction

11.  Teachers should understand their student
demographic
 Teachers need to be familiar with language
acquisition and how it is connected to all school
learning
 Helping ELLs with academic content means providing
cultural and linguistic instructional support
 Most of the research agrees that students
develop conversational language before
academic
 ELLs should be encouraged to nurture their
English ability by using it frequently

12.  Educators should be careful not to neglect the
development of cognitive skills by heavily
focusing on language skills
 Providing non-linguistic materials helps ELLs
demonstrate what they know in a non-verbal
form
 ELLs need clear, explicit objectives and
expectations in content area classrooms
 This can ease any tension from cultural clashes
between curricula and students, teachers and
students, and student peers
 It can serve as motivation for ELLs
 Providing a success criteria for assignments and
activities is good teaching practice

13.  Integrated teaching is often nested in project-
based learning, inquiry learning, or
interdisciplinary subjects like STEM and STEAM
 These teaching practices are integral parts of 21st
century skills
 A repeated theme in the literature supported
student collaboration and authentic learning
situations
 Discrepancies in the research on integrated
instruction advocated for single subject
instruction, particularly in math and science
disciplines

14.  There are implications for social change
regarding English as a second or other language
(ESOL) education and teacher knowledge on best
practices for instructing ELLs
 It is important to explore how schools, education
programs and national reforms will better
prepare teachers for integrated teaching
 There was a disproportionate amount of
information on early childhood ELLs and
integrated teaching at this level
 A large amount of research was conducted in studies
with upper elementary, middle school, and high
school students

15.  Committee on Integrated STEM Education, National Academy of Engineering, &
National Research Council. (2014). STEM integration in K-12 education: Status,
prospects, and an agenda for research. Washington, D.C.: National Academies Press.
Retrieved from http://www.ebrary.com
 Haynes, J. & Zacarian, D. (2010). Teaching English language learners across content
areas. Alexandria, VA: Association for Supervision & Curriculum Development.
 Huerta, M. & Jackson, J. (2010). Connecting literacy and science to increase
achievement for English language learners. Early Childhood Education Journal, 38,
205-211. doi:10.1007/s10643-010-0402-4
 Thomas, J. W. (2000). A review of research on project-based learning. Retrieved
from http://www.bie.org/index.php/site/RE/pbl_research/29.
 Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times.
San Francisco, CA: Jossey-Bass.
 United States Department of Education, National Center for Education Statistics.
(2014). The Condition of Education 2014 [NCES 2014-083]. Retrieved from
http://nces.ed.gov/pubsearch
 Velez, F. (2010). Meeting the needs of English learners in project-based learning
schools (Order No. 3451948). Available from ProQuest Dissertations & Theses A&I;
ProQuest Dissertations & Theses Global. (863572737). Retrieved from
http://search.proquest.com/docview/863572737?accountid=2909
 Wood, K. E. (2009). Interdisciplinary instruction for all learners K-8: A practical
guide. New York, NY: Pearson College Division.