Scribd Logo
Upload

Welcome to Scribd!

  • 65 views

    Framework

    Uploaded by

    api-232234414

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Framework

    Uploaded by

    api-232234414
    65 views1 page

    Original Title

    framework

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    65 views1 page

    Framework

    Uploaded by

    api-232234414

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 1

    Principle

    Purpose of Principle
    How principle will guide
    instruction for ELLs
    Factors that promote
    academic language
    Scaffold
    Teacher scaffolds language
    learning to make it
    comprehensible and relevant
    (p.46)
    Scaffolding allows teachers to
    guide ELLs through learning tasks
    that provide support to allow them
    to become independent learners.
    Comprehensible Input
    Dialogue
    Prior Knowledge
    Graphic Organizers
    Provide Explicit
    Academic Language
    Instruction
    Teacher supports explicit
    academic language instruction
    for authentic social and academic
    language purposes (p. 53)
    Teachers provide ELLs with
    engaging lessons and activities that
    focus on the language features
    that they need in order to progress
    towards academic proficiency
    Explicit vocabulary instruction
    Authentic learning
    opportunities (meaningful
    tasks)
    Differentiate
    Language Instruction
    Teacher differentiates instruction
    in order to meet the diverse
    needs of English language
    learners (p.58)
    ELLs have varied backgrounds,
    abilities, and learning styles so
    teachers must use differentiated
    strategies and activities to meet
    their various needs
    Grouping Strategies (whole
    group, small group,
    homogenous, heterogeneous)
    Optimize Language
    Use Through
    Cognitive
    Engagement and
    Social Interaction
    Teacher optimizes language use
    through the cognitive
    engagement and social interaction
    of English language learners
    (p. 65)
    Teachers engages students in
    interactive dialogue, ask challenging
    questions and model the learning
    process to develop higher-order
    thinking skills amongst ELLs
    Social interaction
    Comprehensible output
    Language Models
    Dynamic Language-Learning
    Tasks
    Treat Sociocultural
    Factors as
    Resources
    Teacher bridges the diverse
    social, cultural, and linguistic
    resources that ELLs bring to the
    classroom for optimal learning (p.
    70)
    Teachers provide ELLs with
    cognitively-demanding and
    language-rich opportunities to
    enhance their learning
    ELL assets (foster first
    language & use as a resource)
    Linguistic approach
    Culturally Responsive
    A Framework for Decision Making

    You might also like