88. When, at what point do you start correlating with content area teacher(s)? Do you start from day one or use ELD strategies first?

YOU START FROM THE VERY SECOND YOU BEGIN!!!! In fact, the content area teachers and the English-As-A-Second Language (or English Language Development –ELD) teacher(s) --and the primary language teacher(s), if available and needed-- should begin to correlate, integrate and coordinate their lessons BEFORE the very first SECOND they begin teaching their classes!!!!

Remember, NO student should be sitting in a class where s(he) cannot understand the teacher. Thus, from the very first second of instruction, the primary language teacher, if needed, should be involved making sure that the non-English speaking student understands what will happen in each of the classes s(he) will attend during the first day of classes.

With this knowledge and understanding gained through the primary language, as needed, the non-English speaking student is ready for the English-As-A-Second Language (or English Language Development – ELD) class. In this class, the student masters, from the very first day of instruction, the language of the content areas. Now, on the first day of school, the language of the content areas may include organizational language, that is, talking about class requirements, assignments, homework, etc.

Thus, the primary language, the ESL or ELD teachers and the content area teachers need to plan BEFORE instruction begins so that they can share

  1. the language,
  2. the key concepts or ideas of the content areas, and
  3. the organizational language needed to understand how each content area class functions.

After the primary language lesson and the ESL or ELD lesson, the non-English speaking student is ready to attend the content area classes. In these classes, the teachers need to use techniques and strategies applicable to "Specially-Designed Academic Instruction in English" or SDAIE.

Thus, the more pre-planning content area teachers, ESL or ELD teachers and, as needed, primary language teachers do, the better their non- and limited-English speaking students will perform, especially during the very first class meetings.

 

 


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