A

Applications taken from the text by Suzanne

F. Peregoy & Owen F. Boyle

National Perspectives

Federal support has two purposes

a) To promote English language development
b) To provide meaningful instruction so that
students may learn academic content appropriate to
their grade level

Your Students

Our first task as teachers, then, is to become aware

of our students personal histories and cultures, so as
to understand their feelings, frustrations, hopes, and
aspirations. At the same time, as teachers we need to
look closely at ourselves to discover how our own
culturally ingrained attitudes, beliefs, assumptions,
and communication styles play out in our teaching
and affect our students learning. By developing
such understanding, we create the essential
foundation for meaningful instruction, including
reading and writing instruction. P.3

Useful Information

1) Obtain as much information as possible about

the childs prior school experience
2) Find out whether they are literate in their native
language
3) Become aware of basic features of their home
culture.
It usually depends

Classroom Hospitality

1) Provide wait time (Rowe, 1974)

2) Help the student know how and when to participate in
class (Mehan, 1979)
3) Make sure the student feels safe and has a sense of
belonging
4) Encourage linguistic confidence
7) Advocate for them.

Constant scrutiny is needed to monitor the effects of high-stakes

testing to ensure that all students are provided meaningful and equitable
access to a high quality education, one that welcomes them in rather than
pushing them out and one that broadens their life choices rather than
narrowing them (Escamilla, Mahon, Riley-Bernal, & Ruteledge, 2003;
Valdez Pierce, 2003) p.20

ESL Scaffolding

We define scaffolds as temporary supports, provided by more

capable people, that permit learners to perform a complex process
before they are able to do so unassisted. P.99
1) Keep in mind their zone of proximal development
2) Use formative assessments to determine which
students may need extra help with reading development
3) Use small group interventions to provide focused
instruction in the areas of assessed need
4) Highlight vocabulary instruction
5) Provide academic content word explicit instruction
6) Utilize peer-assisted learning

1)

Krashens F ve
Hypotheses

The acquisition-learning hypothesis :

Acquisition, Krashen asserts, is a natural language development process that
occurs when the target language is used in meaningful interactions with native speakers, in
a manner similar to first language acquisition-with no particular attention to form.
Language learning, in contrast, refers to the formal and conscious study of language forms
and functions as explicitly taught in foreign language classrooms. P.53
He argues that learning can not turn into acquisition and only language
gained in acquisition is available for natural and fluent conversation. Significance:
Helped move
language learners away from drills
2)
The monitor hypothesis: the focus of language is communication not
correctness
3)
The natural order hypothesis: language learning follows a natural
sequence at any age
4)
The input hypothesis: emphasize free choice reading on topics of interest
to students
5)
The affective filter hypothesis: give students a silent period where they
are able to listen,
and when they are ready they will become
productive

Speaking Scaffolding

Conversational scaffolding: repeating the childs meaning

using expanded form, verifying the childs understanding
while modeling adult usage.
Social Interaction/Motivation:
Language learning opportunities are richly present during social
interactions because participants are likely to be focused on
communicating with each other, and they will naturally make use
of all their resources to do so- facial expression, dramatization,
repetition, and so forth (Wong Fillmore, 1982, 1985). P.65
Shelter instruction language: the teacher alters their
speech to cater to the needs of ELLS
Separate assessment of content objectives from language
objectives

Academic Content
Scaffolding

Relate the new to the known

1)
2) Offer repetitions of the new word in meaningful
contexts
3) Provide opportunities for deeper processing of
word meaning
4) Engage students in using newly learned words
5) Provide explicit instruction on strategies for
students to use independently to gain understanding
of new words

Writing Scaffolding

It is helpful to become aware of how reading and

writing are traditionally used in the community
because these traditional literacy uses will influence
your students ideas, beliefs, and assumptions about
reading and writing. P.13
You will want to develop fluency in your beginning
writers as a first priority. P.249
Utilize Journals to help students gather thoughts and
gain confidence in their production skills.

Bibliography

Peregoy, S.F., & Boyle, O. (2008). Reading, Writing,

and Learning in ESL: A resource book for teaching K-12
English learners. New York: Pearson.