INSTRUCTIONAL MODELS AND STRATEGIES FOR TEACHING ENGLISH LANGUAGE ... - ed
INSTRUCTIONAL MODELS AND
STRATEGIES FOR TEACHING
ENGLISH LANGUAGE LEARNERS
INSTRUCTIONAL MODELS AND
STRATEGIES FOR TEACHING
ENGLISH LANGUAGE LEARNERS
Ani C. Moughamian
Mabel O. Rivera
David J. Francis
Texas Institute for Measurement, Evaluation, and Statistics
University of Houston
The authors acknowledge the valuable assistance given by
reviewers Nonie Lesaux, Charlene Rivera, Marjorie Rosenberg,
Maria Helena Malagon, and Robert Rueda, and by Angela
Penfold and Elizabeth Goldman of the Center on Instruction.
This publication was created for the Center on Instruction by
the Texas Institute for Measurement, Evaluation, and Statistics
at the University of Houston. The Center on Instruction is
operated by RMC Research Corporation in partnership with
the Florida Center for Reading Research at Florida State
University; Instructional Research Group; the Texas Institute for
Measurement, Evaluation, and Statistics at the University of
Houston; and The Meadows Center for Preventing Educational
Risk at The University of Texas at Austin.
Editorial, design, and production services provided by RMC
Research Corporation.
Preferred citation:
Moughamian, A. C., Rivera, M. O., & Francis, D. J. (2009).
Instructional models and strategies for teaching English
language learners. Portsmouth, NH: RMC Research
Corporation, Center on Instruction.
The Center on Instruction and the U. S. Department of
Education retain sole copyright and ownership of this product.
However, the product may be downloaded for free from the
Center¡¯s website. It may also be reproduced and distributed
with two stipulations: (1) the ¡°preferred citation,¡± noted on
this page, must be included in all reproductions and (2) no
profit may be made in the reproduction and/or distribution of
the material. Nominal charges to cover printing, photocopying,
or mailing are allowed.
Copyright ? 2009 by the Center on Instruction at RMC
Research Corporation
To download a copy of this document, visit .
CONTENTS
1 INTRODUCTION
2
3
3
4
Contextual factors
Definitions
Language vs. quality of instruction
Guiding questions
5 INSTRUCTIONAL MODELS AND PROGRAMS
6 English-only model
6
Structured immersion programs
6
Sheltered instruction programs
7 Bilingual model
7
Dual language programs
7
Transitional bilingual programs
9 RESEARCH ON LANGUAGE OF INSTRUCTION
11 INSTRUCTIONAL METHODS AND STRATEGIES
12 The CALLA cycle of instruction
13 English-only strategies
13 Sheltered Instruction Observation Protocol (SIOP)
14 Specially Designed Academic Instruction in English (SDAIE)
15 Dual language strategies
15 Bilingual Cooperative Integrated Reading and Composition (BCIRC)
16 Improving Literacy Transitional Instructional Program (ILTIP)
20 IMPLICATIONS AND RECOMMENDATIONS
23 REFERENCES
29 APPENDIX A: INSTRUCTIONAL METHODS AND STRATEGIES
32 APPENDIX B: BILINGUAL COOPERATIVE INTEGRATED READING AND
COMPOSITION (BCIRC) ACTIVITIES
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