Specially designed academic instruction in English
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Specially designed academic instruction in English (SDAIE) is a teaching style intended for teaching non-English students various non-language subjects using the English language. SDAIE requires the student possess intermediate fluency in English as well as mastery of their native language. The instruction is carefully prepared so the student can access the English language content supported by material in their primary language.
SDAIE is not a submersion program where the student is dependent on English, nor is it a watered down curriculum. SDAIE is an important aspect of some structured English immersion programs that provide context and support in a cognitively demanding environment. Rather, SDAIE is a method of teaching students in English in such a manner that they gain skills in both the subject material and in using English.
Preparing good lessons in SDAIE require awareness that the student is not a native English speaker and avoidance of those aspects of English that might make it difficult for a person learning English as a second language. This includes avoiding idiomatic English, which may seem natural to a native speaker but would confuse non-native speakers.
[edit] Features of SDAIE
Low affective filter
- Error correction done in context through teacher modeling
- New teaching material introduced and presented by the teacher in a way that engages the student.
Modified speech
- slower speech rate
- clear enunciation
- controlled vocabulary
- use of cognates
- limited use of idiomatic speech
- words with double meaning defined
Contextual clues
- gestures and facial expressions
- meaning acted out
- graphic organizers (maps, charts, graphs)
- realia, props and manipulatives
- word banks
- overhead transparencies and similar projection technologies
- bulletin boards
- audio-visual materials
- explanation of word origins (etymology)
- use of examples and analogies
- hands on activities and demonstrations
Comprehension checks
- questions asked about details
Formative assessment
- confirmation checks
- clarification requests
- repetitions
- expansions
- variety of question types
- interaction: teacher: student student:teacher
Summative assessment
- mastery assessed using a variety of modalities
- review of main topics and key vocabulary
- resulting product shows mastery of key concepts and synthesis of information
- written assessment appropriate for intermediate/ early advanced English language learners
Appropriate lesson design
- student fluency level is reflected
- evidence of scaffolding
- listening and speaking activities precede reading and writing activities
- reading assignments include prereading, during reading, postreading activities
- writing activities preceded by pre-writing
- vocabulary emphasis
- use of cooperative learning groups
- tapping prior knowledge/ personal application
- appropriate pacing
- modeling of activities
- specific learning strategies or study skills are taught and modeled
- evidence of text adaptation
- emphasis on higher order critical thinking skills
- provision of native language support
- extension/ debriefing activity included
Content-driven
- rigorous core curriculum (not 'watered down')
- key topics organized around main themes
- topics appropriate to grade level
