Improving Education for English Learners: Research Based

Approaches:Chapter 5

Programs and Practices for Effective Sheltered Content Instruction

Jana Echevarría, CSU Long BeachDeborah Short, Center for Applied Linguistics

Today’s format…

• Pair discussions –graphic organizer with focus questions

• Briefly touch upon sections 1-5

• Focus on sections 6-8

1. Role of First-Language Literacy

2. Role of English-Language Literacy

3. Sociocultural Context

4. Social vs. Academic Language

The Eight Guidelines for Teaching Literacy to English Learners

Review of Chapter 4

What’s on your mind?

1. Rationale for focus on Sheltered Instruction Observation Protocol (SIOP) , pp. 251-252

2. Rationale and Components of SDAIE in providing ELs access to content subjects, pp. 253-262

3. Pedagogical Models of Sheltered Content Instruction with a focus on SIOP (Sheltered Instruction Observational Protocol), pp. 262-264

4. Components and features of the SIOP model, pp. 264-271

Chapter 5 OverviewEight Sections

5. Application of the SIOP model, pp. 272-276

6. Research Syntheses, pp. 276-2867. Program Models, pp. 287-297 8. Professional Development, pp. 297-301

Chapter 5 OverviewEight Sections (cont’d)

History of Sheltered Instructionp. 256 Figure 5.1Language-Learning Emphasis 1900-1970s (Historical approaches)

• Grammar Translation

• Direct Method (1980s)

• Audiolingual Method

• Communicative approach

Content-Learning Emphasis

• SDAIE (1980s-today)

• A set of techniques (some with individual research bases) for gaining access to content

p. 259, Figure 5.1Partner As work together. Partner Bs work together

What are the differences between the two types of instruction?

Goals of Content-Based ELDand Sheltered Content Instruction

Interaction ofLanguage-Content-Task

EL in class

Emerging

understanding

of English

Content

knowledge

Complete a task

Learn how to do the task

All of the highlights listed on these pages have been mentioned in previous chapters:

The processes of L2 literacy development are influenced by a number of variables (L1 literacy, SES)

Certain L1 skills transfer to English Literacy Teaching the 5 major components of reading to Els is necessary

but not sufficient for developing academic literacy. Academic literacy in L1 facilitates the development of academic

literacy in English. High quality instruction for ELs is similar to high quality

instruction for EOs, but ELs who are not at advanced levels need accommodations.

ELs need enhanced, explicit academic vocabulary development.

Section 6: Research Syntheses (pp. 276-278)

Scheduling for students◦ Access to and completion of courses necessary to

graduate from HS◦ Flexible pathways into regular curriculum

Explicit timeline and set of coursework that leads to graduation

Extend students’ time for learning◦ Extension of the school day, before, after, or

summer. Considerations for beginners

◦ Additional time, primary language support, two years to cover a one year course

Section 7Program implementation should consider:

Section 8Professional DevelopmentEffective SIOP Professional Development

includes:

PLC Reflection on practices Discussing the implementation Coaching with knowledgeable trainers Modeling of lessons Refining lesson plans based on student

assessment Agreed upon strategies implemented school-wide

Conclusion…