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. 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.
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