Compare and Contrast Guided Language Acquisition Design, Sheltered Instruction Observation Protocol, and Cognitive Academic Language Learning Approach
| GLAD | SIOP | CALLA | |
| Interaction | Has an effective interaction among learners and between teachers and learners. | Uses grouping configuration Has frequent opportunities for interaction of the learner and teacher Has sufficient response time for slow learners |
Learners work with others to complete tasks, and provide and receive comment |
| Strategies | Has practical strategies upholding positive interaction | Has learning strategies Uses scaffolding High-order questioning |
The learning process is mentally active and strategic It entails higher level thinking, not jus memory. Social background and interaction of a learner are crucial. Learners study contents by linking them with their past knowledge. The strategies can be taught and learned. |
| Practice/ application | Teach to the highest level Brain research- Metacognition Brain search and Second Language Acquisition A learner set purpose for learning; connection between individual background knowledge and new learning
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Uses hands-on practices with fresh knowledge Application of content or language knowledge in fresh ways Communication of all language skills
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It involves learners doing individual practice and with others. Practice is hands-on or cooperative learning tasks. Offers various cooperative learning strategies. Ask learners to use learning strategies. |
| Lesson delivery | This model teaches to the highest and reviews to the lowest. Lessons are delivered in a class environment that rates the learners and offers authentic chances for use of academic learning. | Give support for content and language goals during lessons. Upholds learner engagement. Lessons are paced appropriately to suite student’s requirements and background. |
It is mainly student-centered; it is reflective, supportive, focused and enthusiastic.
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| Assessment/review | Has an on-going assessment and evaluation using a variety of apparatus to offer reflection on what has been learned, how it learned and how to apply the information These are based on strengths as well as requirements. It has a direct coaching of test language and test taking ideas. |
Uses key vocabulary Key content concepts Regular feedback on the learner’s output Assess student understanding of goals |
In this, students use self-evaluation. Learners reflect on their own learning. Learners evaluate their work by themselves. Learners evaluate their own strategy use. |
Appropriateness of the teaching methods to various teaching situations
SIOP can be used in various teaching situations: classes consisting of completely ELLs, mixed classes or completely native students. It also provides for the broad variety of learners and learner aptitudes. The contents are made to fit the class structure (Short, Vogt and Echevarria, 2010). The materials are simplified for ELLs, but not so much so that it lose contents. Also, the content is maintained for the native class. This method is appropriate for a mixed class because it employs a variety of techniques to make contents clear, for instance when gestures accompanied by speech are used ELLs and native learners will understand the contents well. Full execution of the SIOP model takes time and it is demanding for teachers. Not all the characteristics will essentially be observed to a high degree in the early stages (Yurichenko, 2007).
CALLA was developed specially for learners that have limited knowledge on English. CALLA is used in class of ELL students only because it enables learners to become more proficient so that they are capable of taking part in article directed instructions. This method provides specifically for learners who are obligated to learn English in order to endure in the American public school settings (Gersten, Schiller, and Vaughn, 2000). This enables teachers to fully concentrate on ELLs only. In this method, a learner is given a chance to learn a fresh language independently and to become self-controlled as a learner by constantly leading the diverse strategies of learning in a classroom environment.
GLAD provides a classroom setting that values the learner, offers opportunities for use of academic language, upholds highest protocols, and expectations for all learners (Nutta, Bautista, and Butler, 2010).
