User:Moralej2/Sheltered instruction

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Sheltered instruction is an educational approach designed to make academic content more accessible to English language learners (ELLs) while promoting their language development. It involves modifying instruction to accommodate students' language proficiency levels and providing additional support to help comprehend and engage with material effectively.

Originating in the field of bilingual education, sheltered instruction has gained prominence as schools worldwide strive to meet the needs of diverse student populations. The approach encompasses various strategies, including differentiated instruction, visual aids, cooperative learning, and explicit language instruction, tailored to the linguistic and academic needs of ELLs.

Central to sheltered instruction is the belief that all students, regardless of language background, deserve equitable access to rigorous academic content. By incorporating language support and scaffolding techniques into classroom instruction, educators aim to empower ELLs to succeed academically while fostering their language proficiency in English.

This article provides an overview of sheltered instruction, its principles, methods, and its impact on teaching and learning in multicultural educational settings.

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Definition
Origin of Sheltered Instruction

Stephen Krashen introduced the method in the early 1980s as a way to integrate second language acquisition techniques into teaching various subjects. This approach aims to present academic content, including its vocabulary, concepts, and skills, in a manner that is easily comprehensible by leveraging language and context.

The term "sheltered" signifies that this type of instruction offers a safe haven from the linguistic challenges of mainstream teaching, which may be too complex for English Language Learners (ELLs) to grasp. Sheltered instruction, also known as SDAIE (Specially Designed Academic Instruction in English) in certain areas, offers support to students through visual aids, adapted reading materials and tasks, and catering to their language-related requirements. In schools across the United States, the term "sheltered" is often used to refer to specialized courses tailored for English language learners, focusing on subjects such as mathematics, science, and social studies.

Sheltered Instruction Observational Protocol

'''The Sheltered Instruction Observational Protocol (SIOP) is a research-based model designed to enhance teaching practices for English language learners. It focuses on creating an environment conducive to learning by incorporating strategies tailored to the needs of these students. SIOP aims to promote effective instruction and support the academic success of English language learners. '''

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''Some U.S. public schools receive Title III funding to help pay for these preparation courses. Title III is the part of the No Child Left Behind Act that authorizes funds for English Language acquisition programs, including Professional development for educators.[ citation needed]''

Public schools in the United States receive funding from the government to support English Language Learners (ELLs) in their education. This funding, known as Title III, is a component of the No Child Left Behind Act, which allocates funds for English Language acquisition programs.

Since the basis of sheltered instruction or SDAIE is to provide a framework for language development then one of the simplest ways follow a set format of instruction. For example, beginning each lesson with an introductory activity that assesses the students’ knowledge in a non-threatening and non-graded format will allow the teacher to evaluate the students’ skill set. It is vitally important the teacher designs his/her lessons to clearly define language and content as well as make the activity meaningful through the linkage to past knowledge and present and supplemental materials. Some examples of lessons include hands-on and cooperative learning activities, vocabulary, and the use of visual clues. Teachers also place an emphasis on developing the students’ habits of organization and study skills.[citation needed]

Teachers may use sheltered instruction within a variety of program models (e.g., immersion, pull out, team-teaching). Teachers may use sheltered instruction in a mainstream class to support English language learners, or a class may be specially designed, such as "Sheltered U.S. History."[citation needed]

Many ELLs are immigrants, thus sheltered instruction can be one of the useful strategies for their instruction. The teacher should "speak more clearly and slowly", use more graphics and similar "multimodal" instructional tools, and speak using shorter "sentences and clauses."

Such classes may include only English language learners, or "linguistically diverse" language learners and English-fluent peers.

According to Michael Genzuk, SDAIE strategies typically include: