Center for Applied Linguistics

Integration of Content, Language, and Culture Instruction in an EFL Setting

ICPNA Webinar I
Peru
August 27, 2018
Facilitator
Lisa Tabaku, Director, Global Languages and Cultures
ltabaku@cal.org

Content Objectives
Participants will be able to
• Identify CAL’s seven principles of effective instruction for English learners.
• Determine aspects of effective instruction that are already in place in your classroom and
those that may be needed.
• Use interaction activities that promote language development.

Language Objectives
Participants will be able to
• Read and describe the 7 Principles of Effective Instruction for English learners.
• List classroom instructional practices that will promote English language acquisition.
• Discuss with colleagues factors that influence second language acquisition.

Agenda
1. Welcome, Introductions and Warm-Up
2. CAL’s Principles of Effective Instruction
3. Introduction to Sheltered Instruction
4. Factors that Influence Second Language Acquisition
5. Tickets Out and Evaluation

About the Facilitator

Lisa Tabaku serves as Director, Global Languages and Cultures, at CAL. She has 30 years of experience in
helping educate students of diverse language and cultural backgrounds. She provides technical assistance on
effective instruction for English learners to teachers and staff in the U.S. and abroad. She spent numerous years in
a variety of roles in the District of Columbia Public Schools. These roles included director of Civil Rights and
Multicultural Affairs, executive director of the Office of Bilingual Education, assistant principal of a Spanish-
English, dual-language elementary school, professional developer, grant writer, curriculum writer, federal grants
coordinator, and bilingual and ESL teacher. Tabaku holds an MAT degree in bilingual education and a BS degree
in languages from Georgetown University, Washington, D.C.
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Warm-Up: Self Reflection

Successes I have had in teaching Challenges I have had in teaching

English: English:

Key elements of effective language Why I teach English:

instruction:

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Seven Principles of Instruction for English Learners

The Center for Applied Linguistics (CAL) has developed a set of principles of effective
instruction for English learners based on research on English learner instruction and on CAL’s
extensive experience working with these students and their teachers. These principles guide
CAL’s professional development services for educators who work with English learners.
Principle 1: Learn about, value, and build on the languages, experiences, knowledge, and
interests of each student to affirm each student’s identity and to bridge to new learning.
Students arrive at school with “funds of knowledge” (Gonzalez, Moll, & Amanti, 2005; Moll,
Amanti, Neff, & Gonzalez, 1992), which can be drawn on during instruction. Acknowledging
students’ languages and cultures and treating these as resources in the classroom builds bridges
between what students already know and what they are learning in school (Trueba, 1989). This is
a critical component of culturally responsive instruction (Au, 1993; Banks, 1994; Gay, 2000)—
that is, taking students’ cultural backgrounds and experiences into account to make instruction
more appropriate and effective for them. Drawing on students’ languages, literacies, and cultures
and affirming their identities in the classroom can expand their learning and help them to
succeed academically (García, 2009; Gutierrez, 2008).
Principle 2: Use multiple tools and sources of information to continually learn about and
observe student performance, using the knowledge gained to inform teaching.
Formative assessment of students during classroom instruction provides teachers with important
information about how well students are learning. Formative assessments should be constructed
to allow students to show what they understand using oral, written, or other expressive
modalities. Teachers should offer supports such as word banks or visual aids that allow students
to demonstrate what they know even if their productive language skills are limited. These
supports, or scaffolds, are withdrawn over time as students become more proficient. Formative
assessment and ongoing observation can provide a fuller picture of student progress. Teachers
should use this data to inform their instruction, together with regular comprehension checks.
Principle 3: Involve every student in authentic, challenging, and engaging academic
experiences, including tasks that prompt them to use critical thinking skills and that relate
to their lived experiences.
English learners should not be held back from engaging with age-appropriate content; rather, the
content should be prepared and presented in such a way that students of all language proficiency
levels can engage with it meaningfully while practicing and learning more language. Students
learn language through active engagement with others, as well as by answering questions and
engaging in tasks that require the use of higher order thinking skills. Student engagement is
essential for all four language domains. For example, Guthrie and Alvermann’s (1999) engaged
readers are those who enjoy reading, are motivated to read and to succeed through reading, aim
to understand what they read, and believe in their own reading abilities. Creating contexts to
promote engagement in reading as well as in the other language domains involves choosing texts
and topics that are interesting and relevant to students, making connections to students’ lives, and
providing goals for students to strive to attain. Because language learning is not just a technical
process of learning a system of rules, but also an affective process that involves students’
formation and reformation of their personal identities, language learning is intimately related to

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how students feel about interacting in the target language. Promoting positive interaction with
the target language involves motivating students through elements of their environment,
including their social relationships, so it is important to consider students’ personal stories when
working to motivate them. One-way teachers can relate to students’ backgrounds and promote
student engagement is by choosing texts that reflect the knowledge and experiences of the
students.

Principle 4: Plan for and develop all four language domains (listening, speaking, reading,
and writing) through meaningful, task-based content instruction.
It is critical that students be given opportunities to participate in classroom activities using all
four language domains (listening, speaking, reading, and writing), as development of proficiency
in each of the domains is dependent on the other three. For instance, a major finding of the
National Literacy Panel (August & Shanahan, 2006) was that oral language development is
related to literacy development. Creating and posting language objectives along with content
objectives helps communicate to students that language is needed to acquire content and that
each subject has a specific language (Echevarría, Vogt, & Short, 2013). These objectives can
also serve as a planning tool for teachers to ensure that opportunities are provided for students to
use all language domains.

Opportunities to engage in learning using all four domains should be provided through
meaningful, task-based content instruction. Teachers should be able to identify the language that
is embedded in the content, including how the key vocabulary, grammatical structures, and other
features of the language function to convey meaning. They can help students learn how to use
these language forms to understand and produce meaningful oral and written text (Schleppegrell,
2004). It is most effective for students to learn language forms embedded in meaningful content,
with teachers providing corrective feedback as appropriate and useful in the course of classroom
instruction (Ellis, 2008).

Principle 5: Involve every student in academic interaction with peers who represent a
variety of proficiency levels and with proficient speakers and writers, including the teacher.
For students to gain proficiency in English—and academic English in particular—it is crucial for
them to have opportunities to interact in English with a variety of interlocutors (Valdés, Capitelli,
& Alvarez, 2011; Wong Fillmore, 1992). Producing language in addition to receiving language is
critical in the language acquisition process, so students need ample opportunities to practice
speaking and writing in addition to listening and reading. Their linguistic output can contribute
to language acquisition in ways that differ from and complement linguistic input (Swain, 1985).
Respectful feedback on students’ oral output can also help them develop proficiency, for
example, by helping them notice certain language forms in context, which can aid them in
acquiring these forms (Mackey, 2006).

Principle 6: Scaffold instruction so that every student is able to participate in academically

challenging, grade-level content instruction while developing academic language and
literacy.
It is important to provide supports for making oral and written language more comprehensible
and to aid students in production of language as well (Gibbons, 2002; Wood, Bruner, & Ross,

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1976). Scaffolds can come in many forms, including written, visual, and aural. Consider all of
these modalities when planning scaffolds. Using a student’s first language during the early state
of language acquisition is one way to scaffold information and provide a bridge to the new
language. For example, students could be allowed to write or say something in their first
language then translate it into English, or they could be offered resources such as bilingual
dictionaries. Other scaffolds include verbal scaffolding, such as prompting students to extend
their answers (e.g., “Tell me more” or “Why do you think that?”), and instructional scaffolding,
such as providing word banks or sentence frames that may help English learners further develop
their writing skills. Knowing when and how to remove scaffolds requires careful observation and
formative assessment of students. Teachers need to know what supports students may still need
as they progress in English, and they need to maintain a balance between challenging and
supporting students (Mariani, 1997).

Principle 7: Engage and communicate with all stakeholders of student success, especially
with students’ families and communities.
Student learning and success involve more than just what happens in the classroom. There are
many valuable ways to engage families and communities in student learning (Barbour &
Barbour, 2001). For example, teachers can communicate to parents and others the classroom
learning goals, expectations of students, and home supports that can complement classroom
activities. In addition, they can let parents know that developing their children’s native language
literacy through home literacy activities will also help students’ development of literacy in
English, as well as help them become biliterate (Jimenez, 1997; Thomas & Collier, 1997).
Teachers can also learn from students’ families and communities how to better understand their
students and thus be able to more effectively engage these students in the learning process.
Students’ identities are complex and multifaceted and play a critical role in how they participate
in classroom activities and, consequently, the degree to which they succeed academically
(Bucholtz, 1999; Rymes & Pash, 2004; Wortham, 2006). Students’ roles within their families
and communities are an important part of their identities. When teachers better understand their
students in the contexts of these broader communities, they are better equipped to teach them
effectively.

References
Au, K. H. (1993). Literacy instruction in multicultural settings. New York: Harcourt Brace.
August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners:
Report of the National Literacy Panel on Language-Minority Youth and Children.
Mahwah, NJ: Erlbaum.
Banks, J. A. (1994). An introduction to multicultural education. Needham Heights, MA: Allyn &
Bacon.
Barbour, C., & Barbour, N. H. (2001). Families, schools, and communities: Building
partnerships for educating children. Upper Saddle River, NJ: Prentice Hall.
Bucholtz, M. (1999). “Why be normal?”: Language and identity practices in a community of
nerd girls. Language in Society, 28, 203-223.
Echevarría, J., Vogt, M. E., & Short, D. J. (2013). Making content comprehensible for English
learners: The SIOP Model (4th ed.). Boston: Pearson.

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Ellis, R. (2008). The study of second language acquisition. Oxford, England: Oxford University
Press.
Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York:
Teachers College Press.
Gibbons, P. (2002). Scaffolding language scaffolding learning: Teaching second language
learners in the mainstream classroom. Portsmouth, NH: Heinemann.
Gonzalez, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing
practices in households, communities, and classrooms. Mahwah, NJ: Erlbaum.
Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to
academic achievement. Thousand Oaks, CA: Corwin Press.
Guthrie, J. T., & Alvermann, D. E. (Eds.). (1999). Engaged reading: Processes, practices, and
policy implications. New York: Teachers College Press.
Gutierrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research
Quarterly, 43(2), 148-164.
Jimenez, R. T. (1997). The strategies, reading abilities, and potential of five low-literacy Latina/o
readers in middle school. Reading Research Quarterly, 32(3), 224-243.
Mackey, A. (2006). Feedback, noticing, and instructed second language learning. Applied
Linguistics, 27(3), 405-430.
Mariani, L. (1997). Teacher support and teacher challenge in promoting learner autonomy.
Perspectives, 23(2).
Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using
a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2),
132-141.
Rymes, B., & Pash, D. (2004). Questioning identity: The case of one second-language learner.
Anthropology & Education Quarterly, 32(3), 276-300.
Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective.
Mahwah, NJ: Erlbaum.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and
comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in
second language acquisition (pp. 235-256). Rowley, MA: Newbury House.
Thomas, W. P., & Collier, V. P. (1997). School effectiveness for language minority students
(NCBE Resource Collection Series No. 9). Washington, DC: National Clearinghouse for
Bilingual Education.
Trueba, H. (1989). Raising silent voices: Educating the linguistic minorities for the 21st century.
New York: Newbury House.
Valdés, G., Capitelli, S., & Alvarez, L. (2011). Latino children learning English: Steps in the
journey. New York: Teachers College Press.
Wong Fillmore, L. (1992). Learning a language from learners. In C. Kramsch & S. McConnell-
Ginet (Eds.), Text and context: Cross-disciplinary perspectives on language study.
Lexington, MA: Heath.
Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of
Child Psychology and Psychiatry, 17, 89-100.
Wortham, S. (2006). Learning identity: The joint emergence of social identification and
academic learning. New York: Cambridge University Press.

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Notes

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Seven Principles – A Jigsaw Sketch

• Once you have read your assigned portion, draw and label how this principle might be
enacted within your classroom or school.

My principle is number ________.

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Overview of the SIOP Model Components

Lesson Preparation

Building Background

Comprehensible Input

Strategies

Practice/Application

Interaction

Lesson Delivery

Review & Assessment

“When a teacher who is about to design a new course asks, ‘Are there any guidelines? Is there a
procedure to follow?’ the hoped-for answer is yes. No teacher wants to invent the wheel, and if
there is a procedure to follow, she wants to know what it is. In practice, however, the answer to
the questions is both yes and no: yes because there are models, guidelines, and principles to
consider that can help a teacher make sense of her situation, mobilize her resources, and organize
her progress; no because the guidelines are not a recipe. There is no set procedure to follow that
will guarantee a successful course because each teacher and each teacher’s situation is different.
Put another way, there is no answer to give, but there is an answer to find.”

– Kathleen Graves (2001, p. 5)1

1
Graves, K. (2001). Teachers as course developers. New York: Cambridge University Press.
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The Sheltered Instruction Observation Protocol (SIOP)

Model2
Lesson Preparation
___ 1. Define, display, and review content objectives clearly with students.
___ 2. Define, display, and review language objectives clearly with students.
___ 3. Choose content concepts appropriate for age and educational background level of
students.
___ 4. Identify supplementary materials to use (e.g., graphs, models, visuals).
___ 5. Adapt content (e.g., text, assignment) to all levels of student proficiency.
___ 6. Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter
writing, simulations, constructing models) with language practice opportunities for
reading, writing, listening, and/or speaking.

Building Background
___ 7. Explicitly link concepts to students’ backgrounds and experiences.
___ 8. Explicitly link past learning and new concepts.
___ 9. Emphasize key vocabulary (e.g., introduce, write, repeat, and highlight) for
students.

Comprehensible Input
___ 10. Use speech appropriate for students’ proficiency level (e.g., slower rate, enunciation,
and simple sentence structure for beginners).
___ 11. Explain academic tasks clearly.
___ 12. Use a variety of techniques to make content concepts clear (e.g., modeling, visuals,
hands-on activities, demonstrations, gestures, body language, repetition, corrective
recast, confirmation checks, comprehension checks, clarification requests, and the
negotiation of meaning).

2
Echevarría, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The SIOP
Model (3rd ed.). Boston: Pearson/Allyn & Bacon.

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Strategies
___ 13. Provide ample opportunities for students to use learning strategies (e.g., problem
solving, predicting, organizing, summarizing, categorizing, evaluating, self-
monitoring, questioning, visualizing, diagramming).
___ 14. Use scaffolding techniques consistently (providing the right amount of support to
move students from one level of understanding to a higher level) throughout lesson.
___ 15. Use a variety of question types including those that promote higher-order
thinking skills throughout the lesson (e.g., literal, analytical, and interpretive
questions).

Interaction
___ 16. Provide frequent opportunities for interactions and discussion between
teacher/student and among students, and encourage elaborated responses, repair,
comprehension checks, confirmation checks, clarification requests, the negotiation of
meaning, and corrective recasts.
___ 17. Use group configurations that support language and content objectives of the
lesson.
___ 18. Provide sufficient wait time for student responses consistently.
___ 19. Give ample opportunities for students to clarify key concepts in L1 as needed with
aide, peer, or L1 text.

Practice/Application
___ 20. Provide hands-on materials and/or manipulatives for students to practice using new
content knowledge.
___ 21. Provide activities for students to apply content and language knowledge in the
classroom.
___ 22. Provide activities that integrate all language skills (i.e., reading, writing, listening,
and speaking).

Lesson Delivery
___ 23. Support content objectives clearly.
___ 24. Support language objectives clearly.
___ 25. Engage students approximately 90–100% of the period (most students taking part
and on task throughout the lesson).
___ 26. Pace the lesson appropriately to the students’ ability level.

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Review & Assessment

___ 27. Give a comprehensive review of key vocabulary.
___ 28. Give a comprehensive review of key content concepts.
___ 29. Provide feedback to students regularly on their output (e.g., language, content,
work).
___ 30. Conduct assessments of student comprehension and learning throughout lesson on
all lesson objectives (e.g., spot checking, group response).

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Talking Chips
Talking chips can facilitate interaction by making sure everyone in the group is participating in
the conversation.

1. Have students get into groups of four or five.

2. Give everyone one or two manipulatives (e.g., a paper clip, poker chip, or checker).
3. Give students a question or topic to discuss.
4. Have students hold onto their manipulatives until it is their turn to contribute to the
discussion. Once a student contributes his or her thought, he or she should place
manipulative (a.k.a. “chip”) in the middle of the table.
5. They may not take a second turn during the discussion until everyone’s manipulative is
placed in the middle of the table.
6. This process repeats for the next question/prompt.

Let’s Give It a Try

• Using the Talking Chips, discuss with your table partners your thoughts about each one of
the topics and activities we worked with yesterday, and how you might implement it in
your classroom.

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Personal Reflection:
Stop and jot a few bullet points about your experiences of learning a new language:

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Factors That May Affect Second Language Acquisition

Put a P in front of the factors you thought of during your personal reflections. Put an S in front
of the factors that affect your students. You can use both P and S for any factor.
1. ___ Age
2. ___ Socioeconomic status
3. ___ Classroom culture
4. ___ Cognitive development in native language
5. ___ Family support
6. ___ Whether environment provides adequate L2 (second language) input
7. ___ Literacy level in native language
8. ___ Whether school environment provides opportunities to use the language
9. ___ Student Motivation to learn a second language
10. ___ Quality of instruction
11. ___ Sense of identity in the classroom
12. ___ Proficiency in the native language
13. ___ Teachers’ aptitude in English and ability to help student
14. ___ Role models in the community
15. ___ Personality and learning style
16. ___ Whether student has enough opportunities to use English
17. ___ Attitudes toward a second language
18. ___ Literacy instruction in the second language
19. ___ Teacher’s expectations
20. ___ Student’s belief in her or himself as a language learner

Adapted from Maitland, K. (1997). Adding English: Helping ESL Learners Succeed. Good Apple. ISBN 1-56417-
903-6.

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Factors That Affect Second Language Acquisition3

Factors Notes
Age Older learners may be better language learners based on their first language
knowledge, literacy skills, study skills, and content knowledge. However,
students who are older when they arrive, often have difficulty mastering
pronunciation. There is a “critical period” after which it is difficult to master
native-like pronunciation in an L2.
Access to the Some students only have access to the English language at school. They
may have very few English resources or native language models outside of
language
school.

Motivation and Motivation is often seen as a primary factor in second language acquisition.
Teachers can motivate their students by connecting content to students’
attitude
personal backgrounds and to everyday life.

Personality & Students learn best when instruction is tailored and scaffolded to their
unique learning styles.
Learning Style

Level/Type of Students who can read and write fluently in their native language can
transfer those skills to a second language more easily than those without
L1 Proficiency
literacy in a first language.

Quality of Professional development can give teachers explicit strategies to help their
English learners access content and develop academic language.
Instruction

Content Assessments that are in a student’s second language are not good indicators
of their content knowledge.
knowledge

Language A Romance language, like Spanish or Italian, is closer to English than a

language like Japanese or Russian. This makes Spanish and Italian easier for
Distance
an English-speaker to learn.

3
Lightbrown & Spada (2006). How languages are learned. Oxford, England: Oxford University Press.

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Tool Box of Strategies and Activities

Activities and Approaches Ideas and Modifications

#
for my Classroom
Clock Buddies
Create a handout with a clock face with appointments at
each hour. Have participants circulate around the room and
choose times for “appointments”. Have participants
exchange names (e.g., if Partner A and Partner B are
making a 3 o’clock appointment, they should have each
1
other’s respective names on their papers at that slot). Later,
the facilitator/teacher calls out a time as part of a
cooperative learning activity and has those pairs meet to
complete a task or have a discussion. Instead of a clock
face, you can also use maps, diagrams, etc.

Inside/Outside Circles
Students first write or draw a response to a prompt. This
prompt should be one that elicits multiple answers (e.g.,
not what is the capital of Virginia). Then divide the
students in two groups and ask group 1 to take their written
response and form an inner circle. Then ask the students in
group 2 to form a circle around student in group 1. Each
student should be facing a partner. Tell the students that
when you indicate it is time, (e.g., via a whistle or other
2 attention-grabbing method) students from group 1 are
going to share their written response first. Students from
group 2 will listen, comment (you will want to decide what
that should look like and model for the students), and then
share their written response with students from group 1.
When students from group 1 and 2 both have a chance to
share, call time again and ask the students from group 2 to
take step to the left until they are facing a new partner.
Group 1 stays in place. Repeat as many times as
appropriate.
Jigsaw
Divide a reading into sections. Form as many groups as
there are text sections. Have students number off according
to the number of groups and go to their expert group (if
there are 5 groups, students within each group should
number off 1-5). Each group reads their assigned section
3 and takes notes, fills in a graphic organizer, or creates a
poster reflecting content concepts. Once groups have
completed their discussions, have them return to their
home groups. Now they will be the expert for that reading.
Each expert shares out in their home group so that students
get to learn about the other sections of the reading.

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Tool Box of Strategies and Activities

Line Up/Fold the Line

Have participants line up by one criteria (number of
years of experience as an educator, birthday month,
etc.). Then “fold the line” by having the last participant
4 on one side work with the first participant, the second-
to-last participant work with the second in line and so
forth.

Pass the Notecard

Students respond to a prompt or write a “ticket out” on a
notecard, then form a circle. The teacher plays music and
when the music starts, students pass their notecards to the
left like “Hot Potato” until the music stops. The teacher
5
calls on one or more students to read what is on their
card, then starts the music again and continues until
appropriate.

Sentence Stems
Posting and modeling sentence stems helps English
6 learners practice the forms of language that they need to
communicate during content instruction.

Snowballs
On scratch paper, students write their names and answer
a question that requires an extended response. Students
crumple the paper, so it looks like a “snowball.” The
teacher collects snowballs from half the class in a box or
another container. Then the students who did not
7 contribute a snowball select one from the container. They
open the snowball and find the person who wrote it. The
students meet, and the snowball writer explains his or her
answer. The other student may comment or ask another
question. Next, teacher collects snowballs from the other
half of the class and repeats the process. At the end,
students may share out their or their partner’s response.
Stand Up/Sit Down
Call out some criteria and have participants stand up or
sit down depending on their answer (e.g., fact/opinion;
8
agree/disagree; answer a vs. answer b, etc.)

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Tool Box of Strategies and Activities
Talking Chips
This activity is a great activity for building oral language
development. Form student groups of 4-6 students. Give
each student one or more talking chips (Lego pieces,
math manipulatives, poker chips, paper clips, pennies,
etc.) Display questions or discussion prompts and have
9 students discuss in their groups. When a student
responds, she must place her talking chip into the center
of the table and then cannot speak once she has put all
her chips in the center. You can also give out different
colored chips (or pennies and nickels) for students to use
one color as an original idea, one for adding on or
questioning a peer.
Think-Pair-Share
Partners are asked to think about the answer to a
question. Next, they pair with a partner to discuss their
10
answers. Finally, they share their common answer with
the entire class.

Think-Pair-Share-Squared
This learning structure begins in the same way as Think-
Pair-Share. However, after two students have partnered
11 and shared their information, they partner with another
pair (squared) and discuss what they have talked about
as partners. At this point, all four students share
information.
Video Observation Guide
Teacher prepares a graphic organizer for students to
listen to a video clip or radio program, checking off
vocabulary as they hear it, sorting it, or recording notes.
Teacher may also consider creating cloze sentences for
12
students to take notes and fill in, but then having
students work in pairs to answer only even or odd
sentences, building in conversation to complete the
graphic organizer together. This also divides the
challenging listening aspect.

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Homework: Sheltered Instruction – Graphic Organizer

• Read the article, Sheltered Instruction: Best Practices for ELLs in the Mainstream.

Once you have read the article, complete the graphic organizer below:
Summary: Implications for my instruction:

Questions I have: Title of song describing key idea

in the article:

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