82. Will the ESL teacher provide work for this student to do in the classroom?
The ESL (English-As-A-Second Language) teacher AND the content area teacher (AND the primary language teacher, if available) must, should, ought to collaborate, and coordinate and integrate their lessons. Thus,
BECOME FAMILIAR AND UNDERSTAND through the language the student understands best, THE KEY CONCEPTS, IDEAS, TOPICS IN THE CONTENT AREA;
Since all three teachers collaborate, and coordinate and integrate their lessons, the non- or limited-English proficient student will be doing coordinated and integrated work in ALL three classes. Thus, in ESL, the student learns the content area vocabulary and language patterns, and the teacher may use the same visuals and manipulatives than the teacher in the content area class. In the primary language class, the teacher helps the non- or limited-English proficient student master key concepts, and may use the same realia, the same manipulatives and use the same visuals as the content area teacher. The content area teacher may use some terminology in the primary language, for example, English/Spanish cognates, to help the non- or limited-English proficient student better understand the academic content area lesson in English. The content area teacher may also use some of the vocabulary charts developed by the ESL teacher.
Thus, ALL three teachers must work together and may integrate their lessons in such a way that ESL/PRIMARY LANGUAAGE/Content area homework and classwork are fully coordinated.
For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:
1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading
Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for Paraprofessionals: Number 3.
Web Site Programs for New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)
Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.
For information and credentials please click on the link below or contact directly:
CARMEN SANCHEZ SADEK, Ph.D.
Educational Consultant, Program Evaluator
National Board for Professional Teaching Standards, Certification (12/2006)
3113 Malcolm Avenue, Los Angeles, California 90034-3406
Phone and Fax: (310) 474-5605