Many pre-service teacher programs are working to equip teachers with the skills they need to be successful. Without a far more rigorous evaluation, the claim that this is a viable approach cannot be confirmed because it is assumed that any problems arise from teacher factors, not methodological weakness. If the lesson is administered effectively, then, by definition, the teacher is capable of administering it effectively, but if it is not administered effectively, then it cannot be determined whether this is due to teacher factors or methodological weakness. The ESL certified teachers and programs have decreased due to new legislation, but the number of LEP students is rising causing teachers to build upon their abilities to take on the linguistically diverse classroom.Īs in any instructional approach, the use of sheltered instruction is effective when the teacher is capable of administering the lessons effectively, although the causal direction of this tautologous observation is not clear. Since then the need for proficient teachers capable of sheltered instruction has increased. Originally the intent of sheltered instruction was for students with a relatively strong grasp of the English language but lacking in writing and reading abilities. The differences between ESL instruction and the use of sheltered instruction or SDAIE is that sheltered instruction does not focus entirely on language development instead, through various other topics in the curriculum, English proficiency is achieved. Teachers call on a number of different instruction methods such as the use of socialization practices, and the multiple intelligences to allow the content to be more accessible. The teacher provides varied methods of instruction that allow students to create meaning of multifaceted content in classroom discussion, activities, reading and writing. Instead of providing watered down curriculum for LEP student, sheltered instruction allows for the content to be equal to that of native English speakers while improving their grasp of the language. A variety of instruction is used including the theories of Vygotsky’s proximal development and Gardner’s Multiple Intelligences. This method type is often used in mainstream secondary classrooms where the students have a foundation of English education. It is often thought of as, simply, “good teaching.” While advantageous for many learners, these approaches can be very important for teaching ELLs.Sheltered Instruction, also referred to as SDAIE in California, is a teaching style founded on the concept of providing meaningful instruction in the content areas (social studies, math, science) for transitioning Limited English Proficient (LEP) students towards higher academic achievement while they reach English fluency. Rather, SI provides a framework for combining and organizing best teaching techniques that have been recommended by experts for years. At the same time, adopting the SI approach does not mean that teachers have to throw out everything they have been doing and start over. The SI method is not a “quick-fix” supplement that teachers can simply “tack-on” to their regular instruction. It can also serve as a bridge from the ESL classroom to the mainstream classroom in what are called “sheltered content classes.” It is intended to be used with learners who have reached an intermediate level of language acquisition. SI is being used successfully in these diverse classrooms and has been demonstrated to be an effective teaching method for ELLs and non-ELLs alike. Most ELLs are in mainstream classrooms for most or all of the day. The goal of SI is to help ELLs develop content knowledge, language proficiency, and academic skills at the same time. Sheltered Instruction (SI) is a method of teaching English Language Learners that fits the recommended model of culturally responsive education.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |