Sheltered Verbalized Instruction

Abstract

Introduction

One of the issues and challenges in language instruction is the diversity of the learners especially in the online academy like Etalk in Baguio City. The kind of teaching they do as ESL teachers give a different perspective compared to the usual classroom setup. This study focused on their lived experiences of teaching Culturally Diverse Learners.

Methods

A case study was employed as its research design. Non-random purposive sampling was used to arrive with 4 ESL teachers who were also chosen based on the inclusion criterion namely two or more years of ESL teaching experience, working either as fulltime or part-time, experienced only one type of student nationality were excluded. A two-part instrument was developed by the researchers to gather data and pertinent information and this was validated by three experts. Robotfoto, the initial step and second part was a semi-structured in-depth interview which was audio-taped and transcribed into word documents, data were coded for emergent themes. Member checking procedures were also done to ensure the truthfulness and trustworthiness of the data.

Results

The results showed three categories: Presenting Speaking Tasks, Managing Classroom Elements, and Creating Student Connection. These gave rise to Sheltered Verbalized Instruction.

Discussions

ESL Academy teachers used speaking strategies that they employed such as asking a question, simplification, parroting, using prior knowledge among others and these facilitate speaking. Moreover, They are "Adaptive experts" who are able both to use efficient routines and to seek out and apply new strategies in situations where routines are not enough. The success of students lies in how they feel connected with the teacher in which a positive and respectful relationship between existing. There is a supportive environment throughout the school where empathy is emphasized. Teachers do every possible thing to teach their learners with a lot of consideration, effort, and patience to see success in language learning. Thus, teachers should become compassionate, make use of strategies that focus more on speaking, and always be flexible inside the classroom.