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The affective domain is a set of emotions and attitudes people have about themselves or the surrounding environment. It includes factors that can either enhance or hinder language acquisition depending on context and combination they are used.

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"It's the students' job to learn the language; it's the teacher's job to learn the students." Caleb Gattegno

This sixth component of SIOP asks the teachers to maximize the opportunities the students have to interact with the content and the language in various ways.

The teacher used the graphic organizer, picture support, and pair-share techniques in this video.

She explained the different meanings of the word "draw" and provided individual worksheets to maintain the students' skills.

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Effective strategies for Practice and Application Component

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Effective strategies for Practice and Application Component

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-  Manipulatives and hands-on activities
- Group Projects
-  TPR (total physical response) is a method of teaching language using physical movement to react to verbal input in order to reduce student inhibitions and lower their affective filter. It allows students to react to language without thinking too much, facilitates long term retention, and reduces student anxiety and stress. In order to implement TPR effectively, it is necessary to plan regular sessions that progress in a logical order, and to keep several principles in mind

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Cummins (1981) research found that students developed two types of language proficiency: Conversational language and academic language.  Conversational language takes about 2 years to gain proficiency and Academic language could take 5-7 years to reach grade level proficiency. Academic language is more like written language. The purpose of these is to teach academic content and also teach the academic language to comprehend. 

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Cummins (1981) research found that students developed two types of language proficiency: Conversational language and academic language.  Conversational language takes about 2 years to gain proficiency and Academic language could take 5-7 years to reach grade level proficiency. Academic language is more like written language. The purpose of these is to teach academic content and also teach the academic language to comprehend. 

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Language objectives are what help teachers teach the academic language. Language forms can be different things like verb endings, possessives, types of questions, punctuation or adjectives and adverbs. Also, using the correct form or regular past tense could be used. Teachers should always think about students' current proficiency levels in mind. This is important to begin to teach academic language and subject matter content. 

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Language objectives are what help teachers teach the academic language. Language forms can be different things like verb endings, possessives, types of questions, punctuation or adjectives and adverbs. Also, using the correct form or regular past tense could be used. Teachers should always think about students' current proficiency levels in mind. This is important to begin to teach academic language and subject matter content. 

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Reasons to teach academic language and academic content: 

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Reasons to teach academic language and academic content: 

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"1. Students learn language and content at the same time. (As students gain increased English proficiency, they learn more content in English.)
2. Teaching language and content keeps language in it's natural context. (It is easier to learn words in context than in isolation.)
3. Students have a real purpose for using academic language. (Students are motivated to learn the academic English they need to talk, read, and write about the academic content.)
4. Students learn the academic vocabulary of the different content areas."

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Content-Based ESL to Sheltered Instruction

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Content-Based ESL to Sheltered Instruction

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ESL teachers struggled because they felt they lacked knowledge of content. They also struggled finding time to meet with the mainstream teacher to discuss the content they were supposed to teach. Having both teachers was a good idea but this was too expensive for schools. Sheltered instruction was teaching emergent bilinguals with a focus on academic content. Typically these were offer to students in the upper grades.

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CALLA (Cognitive Academic Language Learning Approach) 

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CALLA (Cognitive Academic Language Learning Approach) 

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"It is an instructional system designed to develop academic language skills in English for students in upper elementary and secondary schools." There are 3 components
1. grade-appropriate content
2. academic language development
3. instruction in learning strategies

If at all possible preview the content in the students first language:
"1. Use visuals and realia. Always try to move from the concrete to the abstract.
2. Use gestures and body language
3. Speak clearly and pause often, but don't slow speech down unnaturally.
4. Say the same thing in different ways (paraphrase)
5. Write key words and ideas down.
6. Use graphic organizers such as Venn diagrams, semantic webs and charts.
7. Use PowerPoints, smart boards and media including video clips and other visuals
8. Make frequent comprehension checks.
9. Have students explain main concepts to one another working in pairs or small groups. They can do this in their first language.
10. Above all, keep oral presentation or reading assignments short. Collaborate activities are more effective than long lectures or assigned readings."

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Three key factors that are central to the affective domain are:
1. Attitudes
2. Motivation
3. Level of Anxiety

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Graphic Organizers are charts, graphs, or diagrams, which encourage students to present information as a component of systems rather than isolated facts.  Students may complete these as a form of the assessment to show their understanding.

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Attitudes develop as a result of direct and indirect experiences.

Attitudes are greatly impacted by parents, teachers, and peers.

Attitudes towards self (high self esteem) at all levels performed better in the language they were studying

Emphasis on self security (am I what I would like to be) and self efficacy

Attitude toward the target language the the target group of peers has substantial effect on motivation toward the language they are learning and the people who speak it.

Attitudes toward the teacher where respect and honoring differences is exhibited.

Enhance attitudes towards second language and students rapport with classmates.

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Integrative motivation - desire to integrate and identify with the target language group

Instrumental motivation- desire to use the language to obtain practice goals such as studying in a technical field or getting a job

Motivation is not exclusive and must be looked at along with other components

Things to consider with motivation:

1.  What role does culture play in the situation?

2. What role does the second language play in the situation?

3. How do we distinguish the various sources of motivation to being with?

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Trait anxiety- predisposition toward feeling anxious

State anxiety- produced in reaction to a specific situation

Lowered anxiety level is associated with proficiency in target language

Sheltered classes can provide low-anxiety environments but if students are in them too long may tend to have anxiety then as as a result of isolation from target-group peers

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1. Promote Academic Achievement

have high expectations for ALL students

respect for individuality

don't be overly focus on standardized tests

2. Promote Cultural Understanding

receive training and workshops on exposing cultural biases

intentionally look at events from viewpoints of others to gain global perspective

3. Parental Involvement

teachers should seek parents' ideas for school improvement

familes are great resources in bilingual and second language classes by sharing their own knowledge, which helps teachers understand home environment from which each student comes from

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English Language Proficiency Standards and Assessments

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English Language Proficiency Standards and Assessments

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No Child Left Behind Act of 2001 requires schools to test students on a regular basis and report the results. Specifically the subgroup Limited English Proficient students. Schools are penalized if they do not show Adequate Yearly Progress (AYP). This has brought much needed change to schools providing teacher training, new assessments, and teaching methods, especially regarding emergent bilingual students and meeting their academic needs.

TESOL organization (2006) developed PK-12 English Language Proficiency Standards
1. Purposes within the school setting.
2. English language learners communicate information, ideas, and concepts necessary for success in the area of language arts, mathematics, science, and social studies.

TESOL includes a series of model performance indicators to guide the development of assessments.  These indicators state what students in different grade-level clusters and at different levels of English proficiency can do in each mode:

listening

speaking

reading

writing

Common Core State Standards (CCSS) have placed additional pressure on schools and teachers  to prepare bilingual students.
-Students must solve problems, develop arguments based on text evidence, write reports and narratives.
-Math standards require written explanations of the steps to solve a problem, read and interpret word problems.
-Social Studies/Science standards require students to  discuss, read, and WRITE about topic being taught.

The California Together Organization anazlyzed the impact the new standards have placed on emergent bilinguals.
-Students can only meet these standards if every teacher is BOTH a content teacher and a language teacher.
- Teachers need to engage students in interactive, inquiry-based activities and teach academic language of all subjects.

Guided Language Acquisition Design (GLAD)

30 year old research based model of professional development

Trains teachers to use sheltered instruction

Focuses of the the development of language acquisition and literacy

Students are taught metacognitive strategies

Reading, writing, speaking, and listening are integrated across content areas

Training consists of:

Two days of research and theory

Five days of demonstration lessons

Quality Teaching for English Learners (QTEL)

Developed by Walqui and colleagues at WestED (nonprofit research agency)

Researched and implemented at middle and high school age students

Designed to accelerate learning for older emergent bilinguals

Teachers use manipulatives and models. They provide language scaffolds, sentence frames/starters

Students use all their language resources as they learn academic content in English

Students that speak the same first language may be grouped together and use both languages as they solve problems and projects together

Students are seated in clusters (3-4) and interact as they complete assignments

Teacher is a facilitator or guide

QTEL five principals:

1. Sustain academic rigor.

2. Hold high expectations.

3. Engage students in quality interactions.

4. Sustain a focus on langage.

5. Develop quality curriculum.

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About 70% of interaction in the classroom is teacher talk. While only 30% is shared among everyone in the class. 

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About 70% of interaction in the classroom is teacher talk. While only 30% is shared among everyone in the class. 

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- This leaves very little time for English Language Learners to acquire English from their peers.
- In order to change this, we must plan for more time for students to interact with each other, with the teacher, and among themselves.

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How to accomplish the goal of students acquiring the English language in the classroom: 

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How to accomplish the goal of students acquiring the English language in the classroom: 

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- Teachers need to provide opportunities for students to interact with each other throughout each lesson. This should be included in all lessons throughout the day.

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How teachers can promote interaction in the classroom: 

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How teachers can promote interaction in the classroom: 

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- Incorporate a variety of activities using cooperative learning.
- Cooperative learning examples:
a) can be putting students in groups
b) structuring discussions
c) requiring students to complete a task together
- All of the strategies above require students to talk and share their ideas which is building interaction opportunities.

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Sheltered Instruction Observation Protocol (SIOP)

Professional development most widely used in the U.S.

Developed in early 1990s

Lessons are assessed used 30 item checklist divided into three sections:

1. Preparation

Content and language objectives

Listing content concepts to be taught

Identify supplementary material to used (graphs..)

List ways to adapt lessons based on different language  proficiency levels

Meaningful activities that integrate content concepts

and language

2. Instruction:

Linking concepts to students' background knowledge

Linking past learning to new concepts

Hands on materials/manipulatives

Activities for students to apply both content and language knowledge

Activities that integrate reading, writing, listening,         and speaking

3. Review/Evaluation:

Review key vocabulary

Review of key content concepts

Provide feedback to students regularly

Assessments of comprehension and learning on all lesson objectives

Summary
As the number of emergent bilingual students continues to increase in the United States, more teachers will be trained to use such instructional methods as CALLA, GLAD, QTEL, and SIOP. The shift from teacher-centered to student-centered is promising in schools. Many schools have already trained teachers to teach bilingual students and are providing professional growth opportunities to current teachers. However, many ELL students are not being prepared to meet the new standards because they are enrolled in reading and math interventions and given instruction at a low level. They are not being exposed to adequate background knowledge, especially in other core subjects. Therefore, we must continue to focus on programs that enable teachers to teach both academic language and subject matter content.