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Sheltered instruction is an educational approach designed to make academic content more accessible to English language learners (ELLs) while promoting their language development. It involves modifying instruction to accommodate students' language proficiency levels and providing additional support to help comprehend and engage with material ...
Content-based instruction (CBI) is a significant approach in language education (Brinton, Snow, & Wesche, 1989), designed to provide second-language learners instruction in content and language (hence it is also called content-based language teaching; CBLT).
The Cambridge English Teaching Framework was designed to encapsulate the key knowledge and skills needed for effective teaching at different levels and in different contexts, and to show how Cambridge English Teaching Courses, Qualifications and professional development resources map to this core syllabus of competencies.
It is based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language with body movements, and students respond with whole-body actions. The method is an example of the comprehension approach to language teaching. Listening and responding (with actions) serves two purposes: It is ...
The comprehension-based methodology most commonly found in classrooms is Asher's Total Physical Response approach; [3] Krashen and Terrell's Natural Approach [4] has not been widely applied. English as a Second Language Podcast is a more recent application of the comprehension approach grounded in Krashen's theories.
Teaching practices in Focal Skills programs are heavily influenced by the work of Stephen Krashen. There is an emphasis on comprehensible input using authentic materials. Activities that would raise a student's affective filter are generally avoided. The Focal Skills Movie Technique is an example of the kind of teaching used in this approach.
The direct method in teaching a language is directly establishing an immediate and audiovisual association between experience and expression, words and phrases, idioms and meanings, rules and performances through the teachers' body and mental skills, without any help of the learners' mother tongue.
SDAIE is an approach that seeks to teach both content and language in a cognitively demanding environment. As such, it is an important aspect of some structured English immersion programs. Lessons thus include both content goals and language goals for the students.
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