ESOL in India: The Basic Instructional Models

4 Pages Posted: 6 Apr 2010

See all articles by Satrajit Sanyal

Satrajit Sanyal

Sustainable Design Research Consortium; Confederation of Indian Industry

Date Written: April 6, 2010

Abstract

ESOL and TESOL was, remains and shall remain one of the widest paradigms listed under learning platforms in the world. Thinking in a slightly country-specific parameter, one begins to see the difficulty of the Trainer when he or she is called upon fall back upon a clear model of instruction or a clear standard of practice. Under the influence of the Common European Framework of Reference in language teaching, assessment and learning, one would have settled down to pre-set methodologies which had the scope of becoming dogma, thereby making it easier for a trainer to either confirm or parrot, according to one’s individual grasp of delivery and presentation skills. But the influx of multiple standards of assessment and certification, including WIDA and FLARE somewhat obscuring the standard and good old SIOP/CALLA Models, and with the clear entry of the American players and the NCLB Act of December 2001in the USA, the frameworks of practice and training strategy requires a massive restructuring. The first step to the same would be de-jargonisation and simplification of the B.I.M.(Basic Instructional Models/ Methodologies) in ESOL and TESOL.

Four models of instruction are which can be considered would be: Submersion; Immersion, Sheltered Immersion and Bilingual Education and their definitions. Included with each model is a "phrase" that will aide in remembering what each model represents. The advantages and disadvantages for each model are also categorized.

Keywords: SIOP,CALLA ,TESOL, ESOL, ELT

Suggested Citation

Sanyal, Satrajit and Sanyal, Satrajit, ESOL in India: The Basic Instructional Models (April 6, 2010). Available at SSRN: https://ssrn.com/abstract=1585180 or http://dx.doi.org/10.2139/ssrn.1585180

Satrajit Sanyal (Contact Author)

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