The document discusses thematic instruction and how it can help English language learners. Thematic instruction involves selecting a theme to shape the unit, lessons, and topics. It is thoughtful instruction that builds background knowledge, uses visual aids and graphic organizers, and includes formative and summative assessments. When combined with multiple intelligences theory, thematic instruction engages students cognitively and improves their language performance compared to conventional instruction. Instructional conversations within thematic units also help ELL students express themselves and develop a stronger understanding of texts.

1. THEMATIC
INSTRUCTION
By: Stacy Huhn
TESOL/504
June 30, 2014
Instructor Brehan Leinenbach

2. THEMATIC INSTRUCTION
What are the characteristics of the
thematic approach?
How can we use it to help English
Language Learners?
Benefits to using thematic instruction.

3. CHARACTERISTICS OF THEMATIC
INSTRUCTION
Select the
Theme
Thoughtful
Instruction
Assessment

4. Selecting the Theme
The theme shapes the unit,
lessons and topics
What do your students already
know? What do they show
interest in learning more
about?
What will it teach my students
about the language, culture
and subject content?
Do I have the needed materials
to support these activities and
topics? If not, can I obtain
them?

5. THOUGHTFUL INSTRUCTION
 Build background knowledge and preteach vocabulary
 Facilitate learning centers and collaborative learning
 Authentic activities for integrating literature
 Engage CLD students cognitively with Higher Order Thinking
 Use visual aides and graphic organizers

6. ASSESSMENTS
Formative
 Monitors student
learning
 Allows teachers to
adjust lessons as
needed
Summative
 Evaluates student
learning
 Usually comes in the
form of a culminating,
collaborative project

7. HOW CAN THEMATIC
INSTRUCTION HELP ENGLISH
LANGUAGE LEARNERS?

8. THEMATIC INSTRUCTION WITH
INTELLIGENCE
 Cross-Curricular Thematic Instruction uses multiple
learning styles and approaches that are appropriate for
each lesson
 Adding the theory of Multiple Intelligences helps the
teacher and student evaluate their own strengths and
weaknesses
 Students learn to use Higher Order Thinking Skills
(HOTS)

9. THEMATIC INSTRUCTION WITH
INTELLIGENCE
 Rattanavich (2013) conducted a study comparing Thematic
Instruction using Multiple Intelligence Theory vs. Conventional
Instruction
 Students in the Thematic/Multiple Intelligence (T/MI) group had
better language performance than the students in the
Conventional Group
 Students in the T/MI group had broader cross-curricular
experiences which improved their motivation to learn English
 These students also improve their English performance in
listening-speaking, reading and writing significantly much better
than the Conventional Group

10. Thematic Instruction with
Intelligence
Conclusion:
Using the Thematic Approach paired
with Multiple Intelligences is an
effective way to improve ELL success

11. INSTRUCTIONAL CONVERSATIONS
 Bauer (2008) stated that ELLs who participate in Instructional
Conversations were more expressive in class than those students
who did not have this strategy
 Thematic Instructional Conversations build schemata and
promote more complex language
 Supports students’ peer interactions

12. INSTRUCTIONAL CONVERSATIONS
 Students who write in literature logs prior to instructional
conversations makes it easier for ELLs to participate
 ELL students can feel as though they experience the text, explore
social issues, and make connections when culturally relevant
books are used
 When using these techniques, students become engaged with the
texts and develop a strong sense of understanding

13. OTHER BENEFITS TO THEMES
 Students become more engaged in their learning goals when they
help choose the direction of study of a thematic unit
 Students develop a deeper sense of community when they work
together to choose what they want to learn
 Teacher is able to mold the theme to the specific needs of her
current classroom

14. RESOURCES
 Bauer, E. B.; Manyak, P. C. (2008). Creating Language-Rich
Instruction for English-Language Learners. The Reading Teacher.
62(2), pp. 176-178.
 Rattanavich, S. (2013). Comparison of Effects of Teaching English
to Thai Undergraduate Teacher-Students through Cross-
Curricular Thematic Instruction Program Based on Multiple
Intelligence Theory and Conventional Instruction. English
Language Teaching. 6(9), pp. 1-18.

15. THANK YOU!