Teaching as Sheltering: A Metaphorical Analysis of Sheltered Instruction for English Language Learners

Confronted with dual learning tasks—learning English as a 2nd language and grade-level content, English Language Learners (ELLs) in K-12 are often found struggling to become fluent in English and falling behind in academic studies. It is commonly recognized that academic vocabulary is strongly related to academic achievement. Academic vocabulary is of critical importance in content learning and key to classroom interactions as students are engaged in learning activities using academic language. This article will zero in on the challenges students encounter in learning academic vocabulary. It will start with the importance of teaching ELLs academic vocabulary, followed by a classification of academic vocabulary, and an elaboration of the characteristics of academic language. Teacher candidates will explore why sheltered instruction is indispensable for the learning of vocabulary and how the two main sources of word learning—incidental learning and explicit instruction, facilitates vocabulary development. The focus will be placed on the specific strategies to help students develop a rich academic vocabulary inventory. It is hoped that teacher candidates will walk away with some guiding principles on teaching academic vocabulary and find these principles helpful in their classrooms with ELLs.

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Sheltered Instruction for Teachers of English Language Learners: The Promise of Online Mentoring

Middle School Journal ◽

10.1080/00940771.2011.11461764 ◽

2011 ◽

Vol 42 (3) ◽

pp. 46-54 ◽

Cited By ~ 6

Author(s):

Paige Ware ◽

Jessica Benschoter

Keyword(s):

English Language Learners ◽

Language Learners ◽

English Language ◽

Sheltered Instruction ◽

Online Mentoring

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Developing Academic Language in English Language Learners Through Sheltered Instruction

TESOL Quarterly ◽

10.1002/tesq.20 ◽

2012 ◽

Vol 46 (2) ◽

pp. 334-361 ◽

Cited By ~ 32

Author(s):

Deborah J. Short ◽

Carolyn G. Fidelman ◽

Mohammed Louguit

Keyword(s):

English Language Learners ◽

Language Learners ◽

English Language ◽

Academic Language ◽

Sheltered Instruction

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Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

Contemporary Issues in Communication Science and Disorders ◽

10.1044/cicsd_43_s_115 ◽

2016 ◽

Vol 43 (Spring) ◽

pp. 115-128 ◽

Cited By ~ 6

Author(s):

Lindsey Leacox ◽

Carla Wood ◽

Gretchen Sunderman ◽

Christopher Schatschneider

Keyword(s):

English Language Learners ◽

Language Learners ◽

Picture Naming ◽

English Language

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Assessment 360°: A Panoramic Framework for Assessing English Language Learners

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds17.2.37 ◽

2010 ◽

Vol 17 (2) ◽

pp. 37-56 ◽

Cited By ~ 9

Author(s):

Nancy Lewis ◽

Nancy Castilleja ◽

Barbara J. Moore ◽

Barbara Rodriguez

Keyword(s):

English Language Learners ◽

Language Learners ◽

English Language ◽

Linguistically Diverse ◽

Assessment Process ◽

Assessment Practices ◽

Her Family ◽

Diverse Student ◽

Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

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