Instructional Models and Technology for Teaching CLDE Students

1
Instructional Models and Technology for Teaching
CLDE Students

• Chapter 4

2
Special Ed. And ELL

• 1974 All Handicapped Childrens Act
• Increase in culturally and inguistically diverse
  students
• American Association on Mental Deficiency revised
  the cutoff score on the IQ test from one to two
  standard deviations. 85 to 70
• 1968 Bilingual Education Act
• 1973 Bilingual Education emergence fluctuates

3
Bilingual Education Goals and Models

• 1968 Bilingual Education Act
• Bilingual Education the use of two languages a
  media of instruction
• L1 native language L2 English language
• Political implications
• Educational implications
• Goal the cognitive and affective development of
  the student

4
Bilingual Education Goals and Models

• Models
• Transitional uses the native language and
  culture of the student only to the extent
  necessary for the child to learn English
• Maintenance promotes biliteracy and the
  maintenance of the native language and culture
• Resporation attempts to restore a native
  language that is gradually being lost
• Enrichment seeks to add a new language to a
  group of monolingual students as an enrichment to
  their overall education
• Teachers must know as much as possible about
  their students and be aware of the various types
  of programs

5
Bilingual Methods For Teachers of ELL

• Teaching methods vary according to philosophy of
  the program/district/model implemented
• Factors that influence the type of instruction
• Philosophy of the program
• Language resources

6
Bilingual Methods

• Translation method
• Preview-review method
• Alternate day method
• Concurrent method
• Eclectic method
• Total immersion method

7
ESL Methods for ELL

• ESL not bilingual method but integral component
• ESL system of instruction that enables students
  who are not proficient in English to acquire
  academic proficienty in spoken and written
  English
• Many methods can be used to teach ESL
• ESL instruction must be presented in the context
  of child and adolescent development
• English cant be taught to ELLs in a vacuum

8
ESL Methods for ELL

• Prism Model of language acquisition
• Constant and simultaneous interaction between
• Social
• Academic
• Cognitive
• Language development

9
ESL Methods

• Traditional ESL Focus is on teaching English
• Silent Way Encourage student language
  generation on their own
• Total Physical Response oral commands and body
  language response
• Current ESL emphasis on cognitive and academic
  development
• Sheltered instruction simplifies the languages
  to make more comprehensivle
• ESL in the content areas teaching English and
  academic content at the same time

10
Traditional Methods

• Main focus was on adult learners
• ESL used to assist ELL
• Based on grammar structures
• Did not focus on meaningful communication
  competence
• Moving toward more integration

11
Current ESL Methods

• Much more integration
• Schools hire teachers with ESL endorsements and
  training to teach in the regular classroom
• Use of sheltered instruction based on the
  importance of comprehensible input.
• Teachers use
• Gestures
• Body language
• Visual aids
• Demonstrations
• Simplified speech
• Frequent evaluation

12
Bilingual/ESL Special Ed.

• Implemented when a teacher is fluent in the
  native language of the student and the students
  ability in English is limited
• Not many special education teachers that are
  certified in bilingual ed.
• Various methods can be used

13
Student Needs Training

• Triple threat students
• Students with strengths to build on
• Must have careful planning and intervention on
  the part of special education
• Strengths based model vs. deficit model

• Not much in the area of training
• Few institutions offer certification

14
Bilingual/ESL Special Ed. Models

• Bilingual Support Model
• Coordinated Services Model
• Collaborative Services Model
• Integrated Bilingual Special Education Model

15
Teaching Strategies for ELLs with Disabilities

• Work collaboratively with your buildings
  bilingual or ESL specialist
• Seek out additional ESL training
• Use the same teaching approach as you do with
  English speaking special education students
• Use visuals, hands-on, demonstrations, etc.
• Sheltered Instruction Observation Protocol
• Cotent clearly defined
• Language objectives defined
• Background and concepts taught linked
• Use various teaching methods
• Adapt content to meet proficienty levels
• Implement instruction using hands-on materials

16
Technology and Students with Disabilities

• Technology has helped with all students with
  disabilities
• Cognitive prostheses
• Most important technological trend is the use of
  the computer and computer-related technology in
  the classroom.
• One problem is that many programs do not have the
  integration of language teaching with the content
  areas of the curriculum