In the article, Teacher Skills to Support English Language Learner, Short and Echivarria give several components that should be included in a sheltered lesson. According to the article a sheltered instruction is a way to teach content to English language learners in strategic ways that make the concepts comprehensible while promoting the students’ academic English language development. Initially sheltered instruction included techniques that help students understand content. These techniques include slower speech, clear enunciation, use of visuals and demonstrations, targeted vocabulary development, connections to student experiences and use of supplementary materials.
The article goes further into sheltered instruction through the use of the Sheltered Instruction Observational Protocol (SIOP) model. The components of SIOP include preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery and review/assessment. The SIOP model also includes the inclusion of language objectives in all content lessons.
In order to promote academic literacy, teachers need to identify the language demands of their curriculum. They must pinpoint the areas that will need extra support and then provide that support. Teachers must make the content vocabulary accessible to their ELL students by giving them opportunities to practice the words, through word walls, semantic webs, structural analysis, demonstrations, illustrations, and art projects.
In addition, teachers must activate background knowledge through prior experience or build background knowledge through experiences. They must also give students the opportunity for oral language development by giving the them opportunities to for scaffolded discussions.
In addition, teachers must activate background knowledge through prior experience or build background knowledge through experiences. They must also give students the opportunity for oral language development by giving the them opportunities to for scaffolded discussions.
Lastly, it is important for students to receive feedback not only on content but language usage.
Short, D. & Echivarria, E. (2004). Teacher Skills to Support English Language Learner.
Educational Leadership.
No comments:
Post a Comment