These are comprehensible second language input and a supportive affective environment. Teacher training in S.D.A.I.E. revolves around developing strategies to provide these components to allow for optimal English language development and content comprehension. The purpose of using content in the development of English is simply to provide meaningful context for the students. Instead of watering down the curriculum the teacher provides methods of instruction that are supported to allow students to negotiate meaning of complex content in lecture, activities and reading and writing. Teachers borrow from many disciplines such as multiple intelligences, gifted and talented or special education to provide this meaningful or comprehensible input.
Teachers find a way to allow ALL students to participate.
However, unlike ESL, S.D.A.I.E. does not directly focus on language development. Rather, S.D.A.I.E. methods focus on content comprehension and English is acquired through this process. S.D.A.I.E. was originally intended for students that had reached intermediate fluency in English. That is, simply stated students were orally proficient in English but were reading and writing below grade level. At present however, teachers face a wide spectrum of language abilities due to increasing numbers of LEP students, shrinking numbers of qualified bilingual teachers and most recently legislation that all but eliminates primary language instruction.