Perhaps you have just completed your TESOL or DELTA course and living your dream, teaching English in Japan, China or Kuwait. However, there is an increasingly common scenario where, according to Cloud, mainstream teachers, inclusive educators, or special education practitioners place a phone call or email to an ESL specialist wanting to know quickly how to teach ESL or when the situation is reversed and an ESL teacher contacts a special education unit when they are challenged by a student having difficulties learning. This is a scenario that as classroom populations are becoming increasingly diverse, including but not limited to first language speakers, English as Second Language learners and those with special educational needs. According to Nancy Cloud, “There is a paucity of Teaching English to Speakers of Other Language programs which provide crossover training in special education or special education programs that encourage specialization in TESOL.” While, it is human nature to hope that simply asking how to solve a specific problem will result in a specific answer applicable to all students in all situations, fifteen percent of the global population according to the World-Health Organization and the World Bank, identified in its 2011 joint report as having a disability.
Table of Contents
Introduction
How history has shaped theory and practice
Preferred Methods of Instruction & Adapting Practices for the Classroom
The Role of Family and Culture
Reflecting on your Practice
Objectives and Key Themes
This diagnostic guide aims to assist new English as a Second Language (ESL) teachers in navigating the complex intersection of language acquisition and special educational needs. It provides a research-based framework to help educators identify, assess, and support students who may be struggling with language development while simultaneously managing behavioral or learning disabilities.
- Theoretical foundations of special educational needs in ESL contexts
- Application of the Sheltered Instruction Observation Protocol (SIOP)
- Implementation of Optimal Learning Environments (OLE)
- Strategies for fostering home-school partnerships and family involvement
- The importance of teacher reflection and professional self-evaluation
Excerpt from the Book
Preferred Methods of Instruction & Adapting Practices for the Classroom
Students who are learning English as a second language and identified with a learning disability will more than likely not learn at the same rate as students who are classified as only ESL. Additional techniques, repetition and greater clarification will be required for them to acquire the skills being taught.
Research by Echevarria, (2001) has shown that these students benefit significantly from a teaching model called The Sheltered Instruction Observation Protocol (SIOP). This is a research driven approach with proven results. It is a framework that weaves together language and content objectives, and is organized around the following eight components:
1) Lesson preparation
2) Building background
3) Comprehensible input
4) Strategies
5) Interaction
6) Practice and application
7) Lesson Delivery
8) Review and assessment
The above features were all part of a study that Echevarria (2001) observed. Using pre and post testing data students who were classified as ESL and with learning disability were placed in a special education class where the teacher utilized the SIOP Model. All the students made a, “ significant overall improvement in writing and specifically in the areas of language production, support/elaboration and mechanics” (Echevarria 2001).
Summary of Chapters
Introduction: This section addresses the growing diversity in modern classrooms and the challenges teachers face when distinguishing between language acquisition difficulties and genuine learning disabilities.
How history has shaped theory and practice: This chapter reviews key legislative milestones and educational policies in the USA that have impacted the rights and pedagogical approaches for students with special needs and ESL learners.
Preferred Methods of Instruction & Adapting Practices for the Classroom: This chapter introduces specific teaching frameworks like SIOP and OLE, detailing how they can be used to improve outcomes for students with diverse learning requirements.
The Role of Family and Culture: This section examines the importance of integrating a student's cultural background and involving family members in the learning process to reduce anxiety and promote academic success.
Reflecting on your Practice: This final chapter emphasizes the necessity of ongoing teacher reflection and self-evaluation, providing a structured 1-9 point framework to help educators assess their own classroom strategies.
Keywords
ESL, Special Educational Needs, SIOP, OLE, Inclusive Education, Bilingualism, Language Acquisition, Teacher Reflection, Academic Language, Differentiated Instruction, Family Literacy, Learning Disabilities, Cultural Diversity, Pedagogy, Adaptive Practices.
Frequently Asked Questions
What is the primary focus of this guide?
The guide focuses on providing new ESL teachers with diagnostic tools and instructional strategies to effectively support students who have both language learning needs and special educational requirements.
What are the core themes covered in the text?
The core themes include theoretical foundations, inclusive classroom practices, the intersection of culture and language, family involvement strategies, and the role of teacher reflection in professional development.
What is the central research question?
The work explores how mainstream and ESL educators can better distinguish between students who struggle due to limited English proficiency versus those with underlying learning disabilities, and how to effectively teach both groups.
Which scientific methods are discussed for instruction?
The book specifically highlights the Sheltered Instruction Observation Protocol (SIOP) and the Optimal Learning Environment (OLE) program as research-driven frameworks for teaching.
What does the main body of the text cover?
The body covers historical legislative context, specific instructional strategies for the classroom, the importance of cultural connections, and a self-evaluation framework for teachers to monitor their instructional effectiveness.
Which keywords best characterize this publication?
Key terms include ESL, Special Educational Needs, SIOP, OLE, Inclusive Education, Bilingualism, and Adaptive Practices.
How does the author define the "middle ground" of student needs?
The author refers to students whose language challenges appear to be neither strictly ESL nor strictly special needs, highlighting the difficulty in distinguishing their true learning path based on the concept of "unexpectedness."
What is the significance of the self-evaluation framework provided?
The 9-step framework allows teachers to rate their own instructional practices on a scale of 1-5, helping them identify specific areas for improvement regarding their support for special needs and ESL students.
How can family involvement be practically applied in an ESL classroom?
The guide suggests strategies like "Family Literacy Nights" and encourages teachers to teach parents how to model language at home and provide positive feedback to help their children relate classroom learning to their home environment.
- Arbeit zitieren
- Karen Dalton (Autor:in), 2016, Teaching English Learners with Special Educational Needs. A diagnostic guide for new ESL teachers, München, GRIN Verlag, https://www.hausarbeiten.de/document/438706
