HOW ARE THESE MATERIALS GOING TO HELP ME TEACH MY STUDENTS?
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Course
ESL
Institution
ESL
HOW ARE THESE MATERIALS GOING TO HELP ME TEACH MY STUDENTS?
These guides were compiled from data gathered during a three-year study of content-ESL programs undertaken
by the Center for Applied Linguistics with funding from the U.S. Department of Education's Office of Bilingual
Education and M...
DOCUMENT RESUME
ED 386 927 FL 023 204
AUTHOR Burkart, Grace Stovall; Sheppard, Ken
TITLE Content-ESL across.the USA. Volume III: A Training
Packet. A Descriptive Study of Content-ESL
Practices.
INSTITUTION Center for Applied Linguistics, Washington, D.C.
SPONS AGENCY Office of Bilingual Education and Minority Languages
Affairs (ED), Washington, DC.
PUB DATE 95
CONTRACT T291004001
NOTE 140p.; For Volumes I, A Technical Report, and II, A
Practical Guide, see FL 023 202 and FL 023 203,
respectively.
PUB TYPE Guides Classroom Use Teaching Guides (For
Teacher) (052) Tests/Evaluation Instruments (160)
EDRS PRICE MF01/PC06 Plus Postage.
DESCRIPTORS *Curriculum Development; Elementary Secondary
Education; *English (Second Language); *Instructional -
Materials; *Lesson Plans; Limited English Speaking;
Second Language Instruction; State Surveys; *Teaching
Methods
IDENTIFIERS *Content Area Teaching; Sheltered English
ABSTRACT
The 15 guides included in this training packet were
compiled from data gathered during a 3-year study of
content-English-as-a-Second-Language (content-ESL) programs across
the United States. These 15 guides are intended as stepping stones
and idea-generators and include information on curriculum
development, material selection and adaptation, and lesson planning.
Guidance is also offered on choosing techniques, learning
cooperatively, and teaching thematically. Sample surveys, checklists,
assessment protocols, and student profiles are included along with
program profiles and additional resources. The guides include: (1)
"When Is a Content-ESL Program a Good Idea?"; (2) "What Is Sheltered
Content Instruction?"; (3) "Where Can You Go for Additional Help?";
(4) "What Should You Read if You Want To Know More about this
Approach?"; (5) "What Does a Content-ESL Program Look Like?"; (6)
"How Do You Decide Who Should Be in Content-ESL"; (7) "How Will Your
Curriculum Change?"; (8) "How Are You Going To Access These
Students?"; (9) "How Can You Identify Good Content-ESL Material";
(10) "How Can You Adapt the Material You're Using Now?"; (11) "What
Are You Going To Do if You Can't Speak the Students' Language?"; (12)
"What Can You Do When You Have a Linguistically Diverse Group in One
Classroom?"; (13) "How Can You Make Your Program Fit Your School's
and District's Goals?"; and (14 and 15) "How Do You Write a Lesson
Plan for Students with Limited English Proficiency?" Contains a
substantial refereneA list. (NAV)
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from the original document.
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Points of view oropinions staled in thisdocument do notnecessarily representofficial OERI positionor policy"PERMISSION TOREPRODUCE THISMATERIAL HAS BEENGRAN TED BY
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RESOUFICESINFORMATION CENTER(ERIC).-
Submitted to
Office of Bilingual Education and Minority Languages Affairs
(OBEMLA) A DESCRIPTIVE STUDY OF CORTEXT-ESL PRACTICES
Contract Number T291004001
Training Packet Material
Task 19.3
Volume III
Submitted to
Office of Bilingual Education and
Minority Languages Affairs
Comiteant-MIL barons ths 712,05.2
2sainainag Pocket
Grace Stovall Burkart
Ken Sheppard
Center for Applied Linguistics
1118 22nd Street, NW
Washington, DC 20037
3 Acknowledgements
Many people contributed to the development of these training modules.
First and foremost are the many students, teachers, andadministrators across the country who participated in the
OBEMLA-funded study of content-ESL practices that led up to their development. The study could not have
taken place, nor would these modules would ever havebeen produced, without their active collaboration.
In addition, Tim D'Emilio (OBEMLA) was instrumental ingetting the the project under way, and his colleague
Milagros Lanauze provided helpful feedback on an earlier draft.
On the CAL side, Jodi Crandall and Donna Christian were sourcesof inspiration and support throughout. In
addition, Deborah Short, a key research associate on the study and a prominent content-ESL teacher educator,
made substantive contributions, as did Ann Galloway.
Finally, by() other CAL staff members should be mentioned for their fine professional support: dotti kauffman
and Margaret Crandall. Their organizational skills and general efficiency are much appreciated.
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