Training and Sustaining Effective Teachers of Sheltered Instruction

Bibliographic Data

ID4255649
AuthorsDeborah Short, Deborah J Short (Center for Applied Linguistics, corresponding author)
Year2013
Volume52
Issue2
Pages118-127
Publication date2013-04-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2013.770329
OpenAlexW2090321717
LanguageEN
Citations received6
References cited14

This article provides guidelines for programs to deliver and sustain effective professional development on sheltered instruction to teachers who teach content to English learners. Many content area teachers have not had university coursework on second-language acquisition or the integration of language and content instruction in teacher preparation courses, yet they face students learning a new language at the same time they are studying subjects such as mathematics, science, and social studies. A methodology these teachers can employ is sheltered instruction that incorporates techniques for making content accessible to English learners and develops students' academic English skills. This article offers recommendations for ongoing professional development that includes a mixture of face-to-face workshops, classroom observations and coaching, school-based professional learning communities, and measurement of implementation. The guidelines are illustrated with research practices and findings related to one model of sheltered instruction, known as the Sheltered Instruction Observation Protocol (SIOP) Model. Notes 1. See Stoller (2004) and Short (2006) Short, D. 2006. "Language and content learning and teaching.". In Encyclopedia of language and linguistics, , 2nd ed. Edited by: Spolsky, B. vol. 3, 101–105. Oxford, , UK: Elsevier.. [Crossref] , [Google Scholar] for an historical perspective on the development of integrated language and content instruction. 2. Subsequent research was funded by the Carnegie Corporation of New York, the Rockefeller Foundation, and the Institute for Education Sciences, U.S. Department of Education from 2004–2012

Coaching · Comprehension approach · Coursework · Faculty Development · Language education · Mathematics education · Pedagogy · Professional development · Sheltered instruction · Teaching method · Education Systems and Policy · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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