Sheltered instruction for English learners

What is sheltered instruction and why do English learners need sheltered instruction to comprehend content?

Sheltered instruction is an English teaching approach whereby teachers integrate language and content instruction in teaching new English language leaners. The sheltered instruction approach is founded on understanding of the proficiency or class language. English leaner’s need sheltered instruction because they cannot be put in class with other ELLs at the beginner levels. The English leaner’s needs teachers who can develop grade levels content area knowledge, clear, direct and simple English as well as different scaffolding strategies that can be used to communicate the meaningful input. In order for students to comprehend the consents, the teacher need to employ or introduce learning activities that can help them connect the new classroom content with the previous knowledge in an engaging environment. The sheltered instruction has dual goals which include to proved access the English learners with access to mainstream grade level consents, and also to promote English learning, and English language proficiency development

What are best practices for teaching literacy to English learners?

The best practices for teaching literacy to the English learners. The teachers need to employ explicit skill instruction, the activities are student directed, and the instructional strategies used are geared at enhancing understanding and comprehending English. Additionally, Wass, & Golding, (2014, pp, 671-684) states that the students are giving opportunities to practices English in an accommodating and engaging environment and the assessment is systematic. Finally, it is important for the teachers to use a balanced curriculum. It is important for the teachers to integrate these strategies. Additionally, it is important to integrate all he sheltered instruction components such as preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, review/assessment (Ballantyne, Sanderman, &, Levy, 2008).

What did you learn from your fellow students’ oral presentations that increased your understanding of sheltered instruction?

From the students oral presentation, I realized that the students can learn faster when the consent and language objectives are displayed t them, and the teacher uses manipulative, visuals, regalia, props, games, hands-on activities. Additionally, the students can learn better in climate of acceptance and respect so the teacher need to create enabling classroom environments. Finally, the students should be able to make connection across curriculum and interdisciplinary (Peregoy, & Boyle, 2008).
What new strategies did you learn and how can you apply them in your own classroom?’

I learn the following strategies can be effective in classroom. To adapt the lesson to suit the specific student English proficiency levels and not compare them with their English speaking peers.

References

Wass, R., & Golding, C. (2014). Sharpening a tool for teaching: the zone of proximal development. Teaching in Higher Education, 19(6), 671-684.

Ballantyne, K.G., Sanderman, A.R., Levy, J. (2008). Educating English language learners: Building teacher capacity. Washington, DC: National Clearinghouse for English Language Acquisition.

Peregoy, S.F. & Boyle, O.F. (2008). Reading, writing, and learning in ESL: a resource book for teaching K-12 English learners 5th edition. Boston, MA. Pearson Education Inc.

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