The Prism Model: Acquisition for School

• http://www.ncela.gwu.edu/pubs/resource/effectiveness/thomas-collier97.pdf

  • Schools should provide ELLs with cognitively complex academic instruction through their first language for as long as possible, while providing cognitively complex instruction through the second language for part of the school day.
  • Educators should employ interactive, discovery learning approaches to teaching the academic curriculum through both languages.
  • Schools should create a sociocultural context of schooling in which: ELLs are integrated with English speakers in a supportive, affirming context for all, bilingualism is considered an asset; and majority/minority relations in the school are transformed so that all students experience a positive, safe school environment.

  • Thomas, W. P., & Collier, V. (1998). Language-minority student achievement and program effectiveness. In I. Avalos Heath & C. J. Serrano (Eds.), Annual editions: Teaching English as a second language 98/99 (pp. 188-190). Guilford, CT: Dushkin/McGraw-Hill.
    

Previous slide

Next slide

Back to first slide

View graphic version