Rethinking English Language Instruction: An Architectural Approach

Article Abstract:

In this chapter we will present an approach for rethinking English language instruction using an architectural metaphor. We will lay out a blueprint for infusing English language development (ELD) throughout the instructional program, and describe the design features and general instructional principles that underpin high-quality, rigorous second-language teaching. In other words, we will outline how to conceptualize an ELD program, how to design instruction, and how to teach English for academic purposes. We join Fillmore and Snow (2000) in their call for including linguistic knowledge in the wide range of competencies required of teachers. We further suggest that all teachers need not only linguistic knowledge, but also knowledge of how to design a comprehensive approach to ELD. We will present an approach for academic language instruction that helps resolve the acquisition versus direct teaching tension in the second-language literature and provides a workable model for incorporating language teaching throughout the instructional day. Given the increasingly multilingual populations in our schools, to effectively prepare students for success in academic subjects teachers need a focused approach to teaching language in every classroom, in every subject area, every day. 

Research Citation:

Dutro, S., & Moran, C. (2003). Rethinking English language instruction: An architectural approach. In G. G. Garcia (Ed.), English learners: Reaching the highest level of English literacy (pp. 227–258). Newark, DE: International Reading Association.