Specially designed academic instruction in English (SDAIE) is a teaching approach intended for teaching various academic content (such as social studies, science or literature) using the English language to students who are still learning English. 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 and carefully planned instruction that strives for comprehensible input. 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.
SDAIE is not an English-only submersion program where the student is dependent solely on English, nor is it a watered down curriculum. SDAIE is an approach that seeks to teach both content and language in a cognitively demanding environment. As such, it is an important aspect of some structured English immersion programs. Lessons thus include both content goals and language goals for the students.
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.
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
color-coded materials/ graphic organizers
Multisensory experiences
realia, props and manipulatives
audio-visual materials
hands on activities and demonstrations
overhead transparencies and similar projection technologies
Comprehensible input
graphic organizers (maps, charts, graphs) word banks with picture clue bulletin boards explanation of word origins (etymology) use of examples and analogies
Frequent Comprehension checks
questions asked about details
eliciting responses through various modalities (write on white boards, thumbs up/down, etc.)
Formative assessment
confirmation checks
clarification requests
repetitions
expansions
variety of question types
interaction: teacher: student student:teacher student: student group
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
Relevant articles
Genzuk, M. (2011). Specially Designed Academic Instruction in English (SDAIE) for Language Minority Students Education Teaching English as a Foreign Language