314. Subject: Effective Programs. [Question - PART 1] Dr. Sadek, in high schools, what courses should be offered to our ESL students? In your opinion, should pre-productions be placed in main-stream/all- English classes? If not, when is the appropriate time and student proficiency when ESL students can be transitioned into all-English classes. Thank you so much! [Question -PART 2] Dr. Sadek, another question: What are the appropriate materials and strategies for teaching a newcomer/in-take/pre-level l class?
ANSWER - Part 1:
ANSWER - Part 2:
Your question is so broad that it would require a very long answer -- especially since the answer would depend on the grade level of the students. What may be appropriate and most beneficial for young students needs to be re-defined in terms of the interests, goals, needs and other concerns of older, secondary students.There are many questions in my Web Sites that deal with your points -- at different grade levels. Much depends, in addition to grade level, on the primary language proficiency and literacy level in the primary language of the students in question. And, of course, ALL students, no matter how little English they may know, MUST be taught the core curriculum for the grade level they are in. All of these factors need to be considered, so there is no ONE answer to your question, but many answers depending on the needs, background, age, and other considerations based on the students in question.Please, review in my Web Sites the answers to questions similar to yours, but much more specific, and those ideas may be of help to you at this time. You may also try to specify exactly what type of student you are interested in. THANKS!!!!
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