Books Quote by James Crawford

“SIOP’s authors never explain the benefits of standardization; yet standardization was clearly their intent. They say they first conceived of SIOP “as a research and supervisory tool to determine if observed teachers incorporated key sheltered techniques consistently in their lessons.” quote by James Crawford — Download Open image

““SIOP’s authors never explain the benefits of standardization; yet standardization was clearly their intent. They say they first conceived of SIOP “as a research and supervisory tool to determine if observed teachers incorporated key sheltered techniques consistently in their lessons.””

James Crawford

★ ★ ★ ★ ★ 3.5 out of 5 (7 ratings)

Books

More by James Crawford

“conscious learning remains the method and goal of skill-building models. To the extent that students acquire any language at all in such classes, Krashen…

James Crawford

Image

“the federal Institute of Education Sciences reviewed these studies and found all of them lacking—that is, none could “establish that the comparison group was…

James Crawford

Image

“It is unnecessary, he added, to pressure students to produce speech or writing in the second language before they are ready, because “output” contributes…

James Crawford

Image

“skill-building” approaches, which feature explicit instruction in the formal aspects of language, have a poor record of success. Hence the dismal results of most…

James Crawford

Image

“Teachers needed to emphasize the message, not the medium. Ideally, the curriculum should be so engaging that students would forget which language the teacher…

James Crawford

Image

“not focusing on language turns out to be an effective way to teach language in sheltered classrooms, especially the kind of academic language that…

James Crawford

Image

“Nevertheless, in the field of second and foreign language teaching, behaviorist pedagogy—i.e., direct instruction in various forms—maintains a large following, which seems to grow ever larger in this era of high-stakes testing. The connection is obvious. When educators’ evaluations, pay, promotions, and job security depend on “metrics” of student performance, there is a natural tendency to teach to the test.…

James Crawford

“Third, the Comprehension Hypothesis, on which Krashen’s concept of sheltering is based, holds that input is what matters in second language acquisition—not output. As noted above, forcing students to “produce” a second language can be counterproductive. Output per se does not contribute directly to language acquisition, and forcing speech before students have acquired enough language to express their meaning tends…

James Crawford

“educators of English learners should be well-versed in theories of second language acquisition and in methodologies such as sheltering and scaffolding. Their work should be informed by professional development and coaching from experienced colleagues on effective techniques in the classroom. But is there no room for diversity in teaching styles and techniques? Is there really just one way to shelter…

James Crawford

“it’s hard to imagine a more tedious approach, practically guaranteed to deaden the enthusiasm of 12-year-olds.”

James Crawford

Image

“Krashen’s insistence that a sheltered classroom consists of second language learners only.”

James Crawford

Image

“Scaffolding is applied in this context, not to engage students through authentic and meaningful activities, but to transmit a designated set of skills and…

James Crawford