1. Structured English Immersion
1.1. California English Language Development Standards
1.2. Objective and Standards
1.2.1. Part I: Interacting in meaningful ways
1.2.1.1. Collaborative
1.2.1.2. Interpretive
1.2.1.3. Productive
1.2.2. Part II: Learning about how English works
1.2.2.1. Structuring cohesitve texts
1.2.2.2. Expanding and enriching ideas
1.2.2.3. Connecting and condensing ideas
1.2.3. Part III: Using foundational literacy skills
1.2.3.1. Native language
1.2.3.2. Emerging
1.2.3.3. Expanding
1.2.3.4. Bridging
1.2.3.5. Lifelong language learning
1.2.4. Teaching strategies
1.2.4.1. Without technology
1.2.4.1.1. Have students engage in 1-2 minute conversation about a certain topic, switch topic when time is up
1.2.4.1.2. Write down as many words as you can think of when the teacher shows a picture
1.2.4.1.3. Debate, 2 teams, pro vs con given a topic
1.2.4.2. With technology
1.2.4.2.1. Show a video and ask students to reflect on content, talk to their partner
1.2.4.2.2. Powerpoint or Voicethread presentations to explain core concepts
1.2.4.3. Other strategies
1.2.4.3.1. Show a video, 2 groups, group A are given the answers, they need to find the questions; B has the questions, they need to come up with the answers.
1.2.4.3.2. Fill out part of a flowchart, have students discuss and fill out the rest
1.2.4.3.3. Teachers can give specifically designed academic instruction in English (SDAIE)
1.3. Integrated ELD objective (throughout the day)
1.3.1. Example: teaching strategies to integrate Science and ELD standard
1.3.1.1. Use tablet computers or device with voice recording function
1.3.1.2. 1. Students work in pairs to record answers
1.3.1.3. 2. Students ask each other questions based on recorded response
1.3.1.4. 3. Students can prepare presentation based on response from partner and teacher feedback
1.4. Designated ELD objective (at specific time)
1.4.1. Example: teaching strategies to integrate Mathematics and ELD standard
1.4.1.1. 1. Have students listen and explain others' presentations
1.4.1.2. 2. Students provide peer to peer feedback
1.4.1.3. 3. Students explain steps to improve the presentation
1.4.1.4. Supporting students at Emerging level: provide a worksheet with terms such as digit, one-digit vs two-digit numbers, give an example or ask a question: Is this a one-digit number?
2. Two-Way Immersion Program/ Dual Language
2.1. Immersion Program
2.2. Objective and Standards
2.2.1. Language development stages
2.2.1.1. Preproduction
2.2.1.2. Early production
2.2.1.3. Emergence
2.2.1.4. Intermediate fluency
2.2.1.5. Advanced fluency
2.2.2. In the US, the majority of immersion programs are Spanish-English immersion programs
2.2.2.1. WIDA Spanish Language Development (SLD) Standards
2.2.2.1.1. Reading and Literature
2.2.2.1.2. Writing
2.2.2.1.3. Oral language
2.2.2.1.4. Language use and structure
2.2.3. Teachers alternate the language of instruction of content areas so that students can learn math, science and social studies in both languages.
2.2.3.1. Use 50/50 or 90/10 models with the first number indicating percentage of instruction in minority language
2.2.4. English speakers and ELL to learn in a dual language setting to become academically bilingual
2.2.5. From a cultural perspective, students gain insight from both cultures which creates positive impact to understanding and appreciating multiculturalism in the modern society
2.3. Teaching strategies
2.3.1. With tehcnology
2.3.1.1. Play a song to engage students, i.e. a Spanish song to engage English students to practice listening and Spanish studentscan translate or communicate based on content from the song
2.3.1.2. Show infographic and pictures that displays both language for instruction and assign task-based assignments to encourage students' participation and foster peer to peer learning
2.3.1.3. Animation and subtitles to engage students in reading
2.3.1.4. Games such as trivia or jeopardy to maximize interaction in classroom
2.3.2. Without technology
2.3.2.1. Written outline
2.3.2.2. Draw on the board, diagrams, flowcharts to guide ELL