The activities contained in this project derive from personal efforts to implement content-based instruction with a language arts thematic unit in the ESOL classroom through a holistic approach.
Public school ESOL students and teachers alike are more than ever experiencing a tremendous pressure to accelerate English language instruction and learning in order to satisfy local/state curriculum tests, and national standards. This materials-development project correlates with the local Board of Education’s Academic Knowledge and Skills Curriculum guidelines without restricting the teacher’s freedom to prioritize what is most important and relevant to students’ lives, respecting their self as learners, and demonstrating their efforts to learn the new language while attaining academic achievement.
The intention of this holistic approach is to offer the students the opportunity to find their desire to learn within themselves, when the content presented to them links to their prior knowledge or experiences and where the teacher, acting as a facilitator, allows the students to think, express their feelings, and understand their actions.
Bilingual, Multilingual, and Multicultural Education | Social and Philosophical Foundations of Education
Cicatello, María Angeles, "Exploring Content-Based Language Arts Instruction In The ESOL Classroom Through A Holistic Approach" (2007). MA TESOL Collection. 1.