Elements of Instruction
In order to prepare for communication outside of the classroom, learners need many opportunities to hear meaningful language and to practice the language in specific contexts. What elements should be considered when planning instruction to maximize opportunities for interaction using communicative, conversational English?
- Needs assessment: What, where, when, and why do students report needing to be able to communicate orally in English? What topics are most interesting to them?
- Language proficiency descriptors: What are the Student Performance Levels (SPLs) and/or the National Reporting System (NRS) educational functioning levels of the students?
- Standardized test scores: What assessment is being used to measure student progress, and what does the assessment measure? How can the components of the standardized assessment be linked to students’ oral communication needs?
- Formative assessments: What informal tools do you use to get regular feedback about your students' ongoing progress? How do you use this information to adapt your instruction?
- Instructional content: What curriculum is being used and what vocabulary, grammar, life skills, academic skills, and content standards are featured for your students’ particular levels?
- Learning objectives: What are the expected learning outcomes of instruction?