English language development programs

ENGLISH LANGUAGE DEVELOPMENT PROGRAMS 4

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Various programs have been identified to aid English LanguageLearners (ELLs) in developing formal and informal skills, andsociolinguistic competencies. As such, thispaper will evaluate the Guided Language Acquisition Design (GLAD),Specially Designed Academic Instruction in English (SDAIE) andStandardized Testing and Reporting (STAR) programs of EnglishLanguage Development (ELD).

SDAIE is an approach of teaching English meant for various contentssuch as literature, social studies, and science for the studentsspeaking other languages. In this program, the students access thecontent in English, and theyare supported by materials in their original language. Also,it enables them to gain skills in the formal and informal useof English and the related subjectmaterial. The tutors are usually well and specially trained in themastery of this program so that they canhelp ELLs to meet their objectives. Since the program encompassesother subject matters, sociolinguistic competence is optimallygrasped. If students have undergone this program, they will be ableto know how to speak depending on the underlying circumstances(Cline &amp Necochea, 2013). This level of knowledge isachieved because of the features of SDAIE. They includefrequent checks of comprehension, content-driven, modified speech,contextual clues and others. The categoryof individuals appropriate for this program is those with thresholdEnglish language proficiency, literacy in the primarylanguage, and the required background of academic content. As aresult, there are different subjects dependingon the age of students.

GLAD is a type of instructional model that has been highlyutilized in the contemporary society for ELLs. It is essentialbecause it helps develop the necessary skillsof conversation in English. The development of academic English isalso upheld because GLAD helps in the enhancement oflinguistic structures and vocabulary, which students use in theparticipation of context-rich conversations. It means that studentsacquire both formal and informal English skills. The program has 35teaching strategies in four core subjects.All of them include opportunities that are inbuilt for variousinstructions so that tutors can meet all the needs of their students.The approach is balanced and integrated for better results.Initially, the program was only meant for ELLs, but it currentlyhelps all students since they use academic language, cross-culturalabilities, and advanced-level thinking.Students are considered to be literate and efficientsociety members when they have gone through GLAD schedule. Theprogram also employs advanced interaction techniques that makelearning to be fun and lovely(&quotThe guided acquisition of first language skills,&quot2014).

Kevin Clark has been instrumental in the establishment of EnglishLanguage Development (ELD) programs for various states, districts,and schools. The STAR program is one of his incredible works. It usedtests in grades that are selected and majored in subjects likehistory, social studies, and science. STARemphasized on education as being a teamwork effort. It involved thecommunity, families, students, police and other stakeholders inteaching English language (Tallon, 2016). English learning could beachieved through constant interaction between peers and ELLs.In California State, the program was utilized in 2013 and wasfruitful. ELLs achieved competence in formal and informal skills.Sociolinguistic competence was also realized proving the efficiencyof this program.

In conclusion, the three ELD programs are fruitful because ELLs,who have undergone them, always demonstratea high level of proficiency in English andthe relevant subject matter. They can help students gain the skillsof engaging in formal and informal discourses as well associolinguistic competencies.

References

Cline, Z. &amp Necochea, J.(2013). Specially Designed Academic Instruction in English (SDAIE):More Than Just Good Instruction.&nbspMulticulturalPerspectives,&nbsp5(1),18-24. http://dx.doi.org/10.1207/s15327892mcp0501_4

Tallon, K. (2016).&nbspUsingreading curriculum-based assessment to predict performance on theCalifornia Standardized Testing and Reporting (STAR) Program.

The guided acquisition offirst language skills. (2014).&nbspChoiceReviews Online,&nbsp38(09),38-4875-38-4875. http://dx.doi.org/10.5860/choice.38-4875