221.  Hi. Can you help me please? I am preparing for a test and I am having a difficult time finding information on some aspects of ESL/Bilingual Ed. Do you have any information on "LINKING CONTENT TO ENGLISH LANGUAGE DEVELOPMENT"?

The ESL program (or English Language Development [ELD] Program, as it is usually referred to in California) should serve to "link" the English Language Development needs of students who are mastering the English language as they progress through school with the content areas. In other words, English Language Learners --non-English speaking and limited English speaking students-- MUST be provided appropriate English Language Development instruction in the ELD (or ESL) class to be successful in content area classes, to participate successfully and fully in content area classes.

In many cases, the ESL (or ELD) Program has no connection with the content areas. The ESL (or ELD) Program may be a well planned program focusing exclusively on English Language Development. Such a program will provide limited assistance to English Language Learners who MUST MASTER GRADE-LEVEL APPROPRIATE CONTENT AREA CONCEPTS to keep up academically with ALL students. Thus, the ELD/ESL Program MUST be fully coordinated and connected with the content areas. It is in the ESL/ELD Program that English Language Learners master THE LANGUAGE OF THE CONTENT AREAS -- BEFORE they attend the content area classes.

ESL/ELD teachers and content area teachers must work cooperatively and in a coordinated fashion to insure that NO English Language Learner attends a content area class where s(he) cannot understand the language of instruction.

 

 


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

E-mail:  csssadek@gte.net