Portable Assisted Study Sequence (PASS) Program

Collier (1995) point out that school success depends on students' developing cognitive, academic, and language proficiency. These three areas are interrelated. Cognitive development results from solving problems in or out of school. Academic development involves problem solving during content-area studies. Linguistic development enables students to engage in these problem-solving activities and achieve academically. By using appropriate strategies and materials to ensure that lessons provide comprehensible input in an environment that lowers student's affective filters, all teachers of English Learners can help students develop the cognitive academic, and linguistic proficiency needed to achieve the secondary English Language Development. To accomplish this, teachers should incorporate the following principles of English Language Development in all lessons.

Organize curriculum around "big" questions

When teachers organize curriculum around significant questions, they involve students in solving meaningful problems. For example, students might investigate questions such as "How are we alike and how are we different?" or "How does where we live influence how we live?" As students explore these relevant questions, they develop higher levels of cognitive, academic, and language proficiency.

Involve students in authentic reading and writing experiences

As students explore important questions, they naturally turn to both fiction and nonfiction texts as sources for information. For English learners, predictable whole short stories, novels, plays, and poems as well as complete pieces of nonfiction and chapters of content texts are more comprehensible than simplified texts or excerpts because the context is richer. Once students have researched their questions, they write to present their understandings to classmates or to a wider audience. Engagement with authentic texts promotes literacy as well as cognitive, academic, and language development.

Draw on student background knowledge and interests

Since much of the school curriculum is based on the life experiences of mainstream students, English learners may find making connections between what they are studying and what they already know difficult. Further, when students can't understand the language of instruction, they m ay become frustrated. On the other hand, when students receive comprehensible input (Krashen 1982) and when they can link school subjects with their life experiences, they learn. Teachers can use a number of techniques to make input comprehensible, including preview and review in student's primary languages.

Make the content meaningful for all students

Too often instruction for English learners is organized around a set of decontextualized skills. The goal of these exercises is to have students learn rules and practice language until it is automatic. However, these activities do not involve learners in real problem solving nor are they enjoyable. Skill building does not foster literacy or promote cognitive, academic, or language development. Such instruction is not meaningful to English learners, nor does it serve their immediate purposes.

In contrast, when students engage with significant questions that they have helped to pose, they realize that knowledge from each content area - language arts, social studies, science, math, and the arts - is essential for solving their problems. At that point, they need academic language to expand their knowledge base.

Give students opportunities to work collaboratively

Holt (1993) and Kagan (1986) have clearly shown the cognitive and effective benefits of collaboration for language minority students. Students develop language in authentic social contexts as they help each other make sense of academic content and concepts. In the process of collaborating while reading and discussing authentic literature, investigating challenging questions, and reporting their findings, students develop the academic language they need to expand their knowledge base.

Involve students in reading, writing, speaking, and listening

English learners acquire language and academic skills as they use all four modalities. Research has shown that content-area reading provides the foundation for developing the academic language which students need (Freeman and Freeman1998). Development of literacy is crucial for academic success, so teachers shouldn't delay reading and writing for English Learners.

Value, support, and develop all student's primary languages and cultures

Students who fully develop their primary language acquire a second language more quickly. In addition, both academic concepts and knowledge of literacy are most easily learned in the primary language. Because of this common underlying proficiency, knowledge developed in the primary language transfers to a second language. Further, bilingualism enriches the individual and the community. Even when teachers are not able to provide instruction in all their student's primary languages, they can find ways to support those languages. Teachers can also involve students in activities to explore their cultural heritage (Freeman and Freeman 1994).

Build students' self esteem and provide them with opportunities to succeed.

When teachers have faith in their students and the students themselves believe they can learn, these high expectations lead to academic success (Collier 1995). Teachers who have faith in their students use authentic, meaningful, and collaborative reading and writing activities, and support and value all their student's languages and cultures.

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	Language Development
		Collier (1995) point out that school success depends on students' developing cognitive, academic, and language proficiency. These three areas are interrelated. Cognitive development results from solving problems in or out of school. Academic development involves problem solving during content-area studies. Linguistic development enables students to engage in these problem-solving activities and achieve academically. By using appropriate strategies and materials to ensure that lessons provide comprehensible input in an environment that lowers student's affective filters, all teachers of English Learners can help students develop the cognitive academic, and linguistic proficiency needed to achieve the secondary English Language Development. To accomplish this, teachers should incorporate the following principles of English Language Development in all lessons. Organize curriculum around "big" questions When teachers organize curriculum around significant questions, they involve students in solving meaningful problems. For example, students might investigate questions such as "How are we alike and how are we different?" or "How does where we live influence how we live?" As students explore these relevant questions, they develop higher levels of cognitive, academic, and language proficiency. Involve students in authentic reading and writing experiences As students explore important questions, they naturally turn to both fiction and nonfiction texts as sources for information. For English learners, predictable whole short stories, novels, plays, and poems as well as complete pieces of nonfiction and chapters of content texts are more comprehensible than simplified texts or excerpts because the context is richer. Once students have researched their questions, they write to present their understandings to classmates or to a wider audience. Engagement with authentic texts promotes literacy as well as cognitive, academic, and language development. Draw on student background knowledge and interests Since much of the school curriculum is based on the life experiences of mainstream students, English learners may find making connections between what they are studying and what they already know difficult. Further, when students can't understand the language of instruction, they m ay become frustrated. On the other hand, when students receive comprehensible input (Krashen 1982) and when they can link school subjects with their life experiences, they learn. Teachers can use a number of techniques to make input comprehensible, including preview and review in student's primary languages. Make the content meaningful for all students Too often instruction for English learners is organized around a set of decontextualized skills. The goal of these exercises is to have students learn rules and practice language until it is automatic. However, these activities do not involve learners in real problem solving nor are they enjoyable. Skill building does not foster literacy or promote cognitive, academic, or language development. Such instruction is not meaningful to English learners, nor does it serve their immediate purposes. In contrast, when students engage with significant questions that they have helped to pose, they realize that knowledge from each content area - language arts, social studies, science, math, and the arts - is essential for solving their problems. At that point, they need academic language to expand their knowledge base. Give students opportunities to work collaboratively Holt (1993) and Kagan (1986) have clearly shown the cognitive and effective benefits of collaboration for language minority students. Students develop language in authentic social contexts as they help each other make sense of academic content and concepts. In the process of collaborating while reading and discussing authentic literature, investigating challenging questions, and reporting their findings, students develop the academic language they need to expand their knowledge base. Involve students in reading, writing, speaking, and listening English learners acquire language and academic skills as they use all four modalities. Research has shown that content-area reading provides the foundation for developing the academic language which students need (Freeman and Freeman1998). Development of literacy is crucial for academic success, so teachers shouldn't delay reading and writing for English Learners. Value, support, and develop all student's primary languages and cultures Students who fully develop their primary language acquire a second language more quickly. In addition, both academic concepts and knowledge of literacy are most easily learned in the primary language. Because of this common underlying proficiency, knowledge developed in the primary language transfers to a second language. Further, bilingualism enriches the individual and the community. Even when teachers are not able to provide instruction in all their student's primary languages, they can find ways to support those languages. Teachers can also involve students in activities to explore their cultural heritage (Freeman and Freeman 1994). Build students' self esteem and provide them with opportunities to succeed. When teachers have faith in their students and the students themselves believe they can learn, these high expectations lead to academic success (Collier 1995). Teachers who have faith in their students use authentic, meaningful, and collaborative reading and writing activities, and support and value all their student's languages and cultures.