![]() Sheltered English programs can contain elements of three other instructional approaches: bilingual education, immersion education, and content-based instruction. Teachers for sheltered English programs are drawn from the regular teaching staff, but may also include teachers of English as a Second Language (ESL). A model suggested by Weinhouse and Krashen describes sheltered English as a program of instruction for LEP students which consists of three components: sheltered English instruction, primary language instruction, and mainstream English instruction. While sheltered English programs can be either monolingual or bilingual, English instruction is the key element in both. Sheltered English instruction: Also known as content-based programs focus on educational content using the English language (Program models for teaching. In sheltered English classes, the variety of teaching methods employed includes: (1) extralinguistic cues (visuals, props) (2) linguistic modifications (pauses, repetition) (3) interactive lectures (4) cooperative learning strategies (5) focus on central concepts rather than on details and (6) development of reading strategies (mapping). Students in these classes are "sheltered" in that they do not compete academically with native English speakers since the class includes only LEP students. One type of instructional approach that offers promise in helping LEP students develop academic competence while also developing English proficiency is sheltered English. In dual language and transitional bilingual programs, the partner language is the language other than English. ![]() schools has increased dramatically in recent years. Notes: ESL English as a second language, ESOL English for speakers of other languages, ENL English as a new language, ELD English language development. Finally, you will complete this course with a treasure trove of practical classroom activities and tips for fostering academic success with English learners.īy participating in this course, teachers will be better prepared to serve the English learners in their classrooms through sheltered instruction principles, effective lesson planning and assessment practices, purposefully reflecting on teaching, and understanding the unique challenges faced by this group of students.The number of limited-English proficient (LEP) students in U.S. Throughout this course, you will watch instructional videos, read scholarly articles, participate in discussion boards, and complete assignments that will encourage you to think about your practices as a teacher of ELs. This type of program focuses on ways to make content comprehensible and engage students academically, while also consciously promoting English language development. The course wraps up with module 4, which is all about facilitating academic success for special groups of English learners, including gifted students, long-term English learners, and ELs with disabilities. Content-based sheltered instruction includes programs dedicated to the planning and instruction of grade-level subject matter in English solely for ESOL students. We take a deeper dive into techniques for teachers and present strategies for students to bolster their own academic success in module 3. Next, we’ll expand on the concepts from module 1 and explore practical steps for teachers in the classroom, including how to make linguistic and instructional accommodations for ELs. ![]() We’ll start off by learning about the importance of specialized instruction for ELs and principles that teachers should follow to set the stage for their academic. This course is designed for early career teachers (0-3 years of experience) to build a solid foundation of knowledge and skills to work with English learners, no matter the age or subject taught.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |