![]() ![]() Nam lacinia pulvinar tortor nec facilisis. Fusce dui lectus, congue vel laoreet ac, dictum vitae o sectetur adipiscing elit. Nam risus ante, dapibus a molestie consequat, ultrices ac magna. Nam lacinia pulvinar tortor nec fs ssectetur adipiscing elit. ![]() Nam lacinia pulvinar tortossectetussectetur adipiscing elit. Fus sectetur adipiscing csectetur adipiscing elit. Nam lacinia pulvinar tortor necssectetur adipiscing elit. Pellentesque dapibus efficitur sectetur adipiscing elit. ![]() PLEASE Support your deliverable with 3-5 scholarly resources.Discuss components of Arizona's approved research-based SEI models: newcomer, pull-out, two hour, 50-50 dual language immersion.Explain each of the four principles of Arizona's Language Development Approach.Explain student agency and its importance in the instruction of ELLs.Briefly describe Arizona's Language Development Approach and the synthesis of the research around ELLs.Part 2: Four Principles of Arizona's Language Development Approach Briefly discuss the distinctions between the following instructional program models: ESL, bilingual, sheltered English instruction, and structured English immersion (SEI).Explain Arizona's definition of an English learner (EL).10-12 slide digital presentation, including presenter's notes with documentation of resources and a title slide Sheltered instruction is intended to make instruction in grade-level academic content areas more accessible to EL students.According to the Arizona Department of Education, these principles are based on the core idea that "all educators share the responsibility for promoting the success of English learners." These materials only serve to reinforce what is taught in textbooks and coursework.Arizona's instructional program for English language learners is based on four principles called Arizona's Language Development Approach. Most language instruction guides use books, periodicals, and websites as resources. One of these ways is in the nature of the materials used. As you can see, sheltered instruction differs from conventional English language teaching in a number of ways. This difference between content classes and at-content models may seem fairly trivial but it has important consequences for students.įor instance, in the latter model, it becomes necessary for teachers to provide supplemental help in the form of prompts, instructions, or other cues to make sure that students understand the lesson as intended. Second, there are the in-text and at-content model, which vary slightly from content classes in that the in-text model allows teachers to supplement traditional text with spoken words, images, etc., while the at-content model makes use of multimedia, such as listening and seeing the lesson being taught. First, there are the content classes that rely on lesson goals, instructional objectives and class rules to guide content development. In order to provide this necessary interaction, sheltered instruction relies on two kinds of models. A variety of strategies and techniques are also incorporated. So whereas traditional instruction relies on students’ ability to comprehend what is being taught, sheltered instruction assumes that academic language will also need to be learned and used as a means of communication. Where this differs from conventional instruction, however, is that it assumes that students already possess the academic language skills needed to gain meaningful interaction in the real-world context. What is sheltered instruction? In essence, the basic philosophy behind sheltered instruction is that academic language needs to be developed as a significant purpose to use as a relevant output and to learn as much as possible. ![]()
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