Sheltered instruction


Sheltered instruction is an approach to teaching English language learners which integrates language and content instruction. The phrase "sheltered instruction," original concept, and underlying theory of comprehensible input are all credited to Stephen Krashen.
The dual goals of sheltered instruction are:
  1. to provide access to mainstream, grade-level content, and
  2. to promote the development of English language proficiency.

    Definition

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 for transitioning Limited English Proficient students towards higher academic achievement while they reach English fluency.
This method type is often used in mainstream secondary classrooms where the students have a foundation of English education. A variety of instruction is used including the theories of Vygotsky's zone of proximal development. 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. The teacher provides varied methods of instruction that allow students to create meaning of multifaceted content in classroom discussion, activities, reading and writing. Teachers call on a number of different instruction methods such as the use of socialization practices to allow the content to be more accessible.
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 or actual content material in the curriculum, English proficiency is achieved.
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. Since then the need for proficient teachers capable of sheltered instruction has increased. 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.

Teacher Preparation

As 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. 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. 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. Many pre-service teacher programs are working to equip teachers with the skills they need to be successful. Beginning with pre-service teachers achieving a strong foundation of cultural psychology, language theory and acquisition as well as certified content knowledge in their undergraduate major, the courses incorporate multiple field experiences as well as pedagogical methods and cultural diversity instruction. There are many alternative ways teachers can learn how to increase effectiveness of instructional delivery and create a culturally responsive classroom, including online resources.
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.

Strategies

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.
Teachers may use sheltered instruction within a variety of program models. 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."
"Many ELLs are also refugees", 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:
The Sheltered Instruction Observation Protocol is a research-based observation instrument that is used to measure sheltered instruction. This is a concept-based methodology in teacher training, also called SIOP, which is used to measure a teacher's effectiveness in the classroom. It is "one approach teachers use to help ELLs," or English Language Learners. SIOP uses several related activities to accomplish the goal of second-language acquisition, including lesson plans, background, 'comprehensible input', strategies, interaction, practice/application, lesson delivery, and review and assessment.

[Second-language acquisition]