objectives, scaffolding strategies, and other principles of sheltered instruction. Based on this analysis, we conceptualize and refine what we now see as a new and exploratory set of Next Generation Sheltered Instruction practices for integrating science and language to support multilingual learners in secondary science classrooms in the age of the NGSS.īuxton, C. Principle 3: Explicit and Intentional Language Instruction: Activities in school are suitable for the students age, grade level, language proficiency, and. Integrates Language and Content Instruction for English Learners.
Often characterized as just good teaching, sheltered English focuses on higher order thinking skills by using context embedded approaches, visual organization, and making the materials concrete. Structured immersion teachers have strong receptive skills in their students first language and have a bilingual education or ESL teaching credential. As in sheltered English and content-based programs, English is taught through the content areas. ESL instruction, with its own dedicated time and curriculum, is a required component of any program serving ELs in Massachusetts (Sheltered English Instruction, Two-Way Immersion, Transitional Bilingual Education). Sheltered English is a method of instruction used throughout Oregon by content area teachers to meet the academic needs of English Language Learners. These use only English, but there is no explicit ESL instruction. We found that teachers moved away from implementing sheltered instruction practices based on general principles or formal classifications, such as students' English language proficiency level, instead taking a more nuanced approach to adopting, adapting and rejecting practices based on perceived needs, assets, and personal knowledge about individual multilingual students in the specific disciplinary context of science. It also supports long-term goals such as college and career readiness.
#Principles of sheltered english instruction professional
Using data from teacher implementation logs and interviews, we examine how secondary grades science teachers' participation in our professional learning framework and subsequent enactments of an initial set of project instructional practices led these teachers to articulate nuanced and strategic adaptations to the initial practices to better meet the needs of the multilingual learners in their classrooms. Using findings from a 4‐year research and development effort, we propose an updated model of sheltered instruction for science classrooms that leverages the opportunities provided by the Next Generation Science Standards (NGSS) to better support multilingual learners in middle and high school science.
0 kommentar(er)
