SHELERED ENGLISH
Techniques for Ensuring Comprehension
By L. David van Broekhuizen
Over the past several decades, one of
the obstacles to providing effective, high-quality instruction for English
language learners (ELLs) has been the debate about whether it is better
to teach children in their native languages or use only English as the
medium of instruction. It is difficult to identify an effective instructional
program that is suitable for all ELLs because ELLs enter school with a
wide range of language proficiencies and content knowledge (see “Four
Approaches to ELL Instruction”). No single program is appropriate
for all of them.
Sheltered instruction is an approach
for teaching ELLs using specific methods to ensure that students understand
the content while expanding their English language development. Since
all instruction is in English, teachers need to make some adjustments
so that the lesson is comprehensible to ELLs. The following procedures
provide guidelines to “shelter” your English:
- When giving explanations and directions, use
simple sentences with a set of already developed standard directions
students are familiar with. Students will then be able to focus on the
content of the lesson rather than on the lesson procedures.
- Speak at a normal rate, but lengthen the pauses
between sentence boundaries (i.e., where there would be a comma, period,
or question mark if speech were written down). Check frequently for
comprehension by listening to and observing verbal and nonverbal cues
from students.
- Control your vocabulary. Focus on the vocabulary
related to the topic, but do not teach a long vocabulary list.
- Emphasize reading, writing, and thinking skills.
Use activities such as note taking, report writing, individual projects,
group problem solving, and textbook reading to develop these skills.
For information on developing a lesson based on the
principles of sheltered English, see “Steps for Developing a Sheltered
English Lesson.” By using sheltered English, teachers can make content
in any subject area understandable for ELLs, allowing them to improve
their English language skills while learning the material.
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Four Approaches to ELL
Instruction
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English only: Instruction
is entirely in English. Teachers strive to deliver lessons in simplified
English so that students develop English language skills and learn
academic subjects.
English as a second language: The language of
instruction is mostly English but may include some support to students
in their native language. Classes may be composed of students who
speak many different languages but are not fluent in English. They
may attend classes for only one period each day, to work strictly
on English skills, or attend for a full day and focus both on academics
and English.
Transitional bilingual education: Instruction
for some subjects is in the students’ native language but
a certain amount of each day is spent on developing English skills.
Classes are usually made up of students who share the same native
language.
Two-way bilingual education: Instruction is given
in two languages to students, usually in the same classroom, who
may be dominant in one language or the other, with the goal of the
students becoming proficient in both languages. Teachers may team
teach, with each one responsible for teaching in only one of the
languages. This approach is also sometimes called dual immersion
or dual language. |
Steps
for Developing a Sheltered
English Lesson |
- Review the curriculum and/or textbook for the content area.
Talk with subject area teachers or resource teachers to find out
what they think are the most important vocabulary, skills, and
concepts.
- Identify the key concepts and vocabulary needed to teach the
lesson. Introduce vocabulary you think ELLs are unfamiliar with
at the beginning of the lesson. Be prepared to use gestures, objects,
or other visual aids to ensure students learn important vocabulary
before you start the main lesson.
- Develop activities and resource materials that demonstrate the
vocabulary and concepts to be taught. This may include bringing
in objects and pictures, using a simplified vocabulary, and preparing
different ways of describing or explaining the topic.
- Early in the lesson, tap into students’ prior knowledge
of the concept or vocabulary by constructing a semantic map (word
web). This will help students identify, organize, and build on
what they know about the topic. This can be extended as the lesson
progresses and students add to their knowledge of the topic.
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L. David van Broekhuizen is the former Program Director
for the Pacific Regional Educational Laboratory. He was recently appointed
Executive Director of SERVE.
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