Sheltered instruction

Sheltered instruction, also referred to as SDAIE in California, is a teaching style founded on the concept of providing meaningful instruction in the content areas (social studies, math, science) for English language learners (ELLs) as they work towards fluency in English.

This method type is often used in mainstream secondary classrooms where the students have a foundation of English education. A variety of instruction is used including the theories of Vygotsky's zone of proximal development. Instead of providing watered down curriculum for LEP student, sheltered instruction allows for the content to be equal to that of native English speakers while improving their grasp of the language. The teacher provides varied methods of instruction that allow students to create meaning of multifaceted content in classroom discussion, activities, reading and writing. Teachers call on a number of different instruction methods such as the use of socialization practices to allow the content to be more accessible.

The differences between ESL instruction and the use of sheltered instruction or SDAIE is that sheltered instruction does no focusentirely on language development; instead, through various other topics or actual content material in the curriculum, English proficiency is achieved.[1]

As in any instructional approach, the use of sheltered instruction is effective when the teacher is capable of administering the lessons effectively. Many pre-service teacher programs are working to equip teachers with the skills they need to be successful. Beginning with pre-service teachers achieving a strong foundation of cultural psychology, language theory and acquisition as well as certified content knowledge in their undergraduate major, the courses incorporate multiple field experiences as well as pedagogical methods and cultural diversity instruction. There are many alternative ways teachers can learn how to increase effectiveness of instructional delivery and create a culturally responsive classroom, including online resources.[2]

Some U.S. public schools receive Title III funding to help pay for these preparation courses. Title III is the part of the No Child Left Behind Act that authorizes funds for English Language acquisition programs, including Professional development for educators.

Since the basis of sheltered instruction or SDAIE is to provide a framework for language development then one of the simplest ways follow a set format of instruction. For example, beginning each lesson with an introductory activity that assesses the students’ knowledge in a non-threatening and non-graded format will allow the teacher to evaluate the students’ skill set. It is vitally important the teacher designs his/her lessons to clearly define language and content as well as make the activity meaningful through the linkage to past knowledge and present and supplemental materials. Some examples of lessons include hands-on and cooperative learning activities, vocabulary, and the use of visual clues. Teachers also place an emphasis on developing the students’ habits of organization and study skills.

Teachers may use sheltered instruction within a variety of program models (e.g., immersion, pull out, team-teaching). Teachers may use sheltered instruction in a mainstream class to support English language learners, or a class may be specially designed, such as "Sheltered U.S. History."

"Many ELLs are also refugees", thus sheltered instruction can be one of the useful strategies for their instruction.[3] The teacher should "speak more clearly and slowly", use more graphics and similar "multimodal" instructional tools, and speak using shorter "sentences and clauses."[3]

Such classes may include only English language learners, or "linguistically diverse" language learners and English-fluent peers.[4]

According to Michael Genzuk,[5] SDAIE strategies typically include:

• Increase wait time, be patient. Give your students time to think and process the information before you provide answers. A student may know the answers but need more processing time in order to say it in English.
• Respond to the student's message, don't correct errors (expansion). If a student has the correct answer and it is understandable, don't correct his or her grammar. The exact word and correct grammatical response will develop with time. Instead, repeat his or her answer, putting it into standard English, use positive reinforcement techniques.
• Simplify teacher language. Speak directly to the student, emphasizing important nouns and verbs, using as few extra words as possible. Repetition and speaking louder doesn't help; rephrasing, and body language does.
• Don't force oral production. Instead, give the student an opportunity to demonstrate his or her comprehension and knowledge through body actions, drawing pictures, manipulating objects, or pointing. Speech will emerge.
• Demonstrate, use visuals and manipulatives. Whenever possible, accompany your message with gestures, pictures, and objects that help get the meaning across. Use a variety of different pictures or objects for the same idea. Give an immediate context for new words. Understanding input is the key to language acquisition.
• Make lessons sensory activities. Give students a chance to touch, listen, smell and taste when possible. Talk about the words that describe these senses as students physically experiences lesson. Write new words as well as say them.
• Pair or group students with native speakers. Much of a student's language acquisition comes from interacting with peers. Give students tasks to complete that require interaction of each member of the group, but arrange it so that the student has linguistically easier tasks. Utilize cooperative learning techniques in a student-centered classroom.
• Adapt the materials to student's language level, maintain content integrity. Don't “water down” the content. Rather, make the concepts more accessible and comprehensible by adding pictures, charts, maps, time-lines, and diagrams, in addition to simplifying the language.
• Increase your knowledge. Learn as much as you can about the language and culture of your students. Go to movies, read books, look at pictures of the countries. Keep the similarities and differences in mind and then check your knowledge by asking your students whether they agree with your impressions. Learn as much of the student's language as you can; even a few words help.
• Build on the student's prior knowledge. Find out as much as you can about how the ideas and concepts you are teaching build upon the student's previous knowledge or previous way of being taught. Encourage the students to point out differences and connect similarities.
• Support the student's home language and culture; bring it into the classroom. An important goal should be to encourage the students to keep their home languages as they also acquire English. Let students help bring about a multicultural perspective to the subjects you are teaching. Encourage students to bring in pictures, poems, dances, proverbs, or games. Encourage students to bring these items in as part of the subject you are teaching, not just as a separate activity. Do whatever you can to help your fluent English-speaking students see all students as knowledgeable persons from a respected culture.

The sheltered instruction observation protocol, a research-based methodology, is a sheltered instruction approach to differentiated instruction and learning for English-language learners (ELLs), providing access to content materials in school and meaningful language development opportunities.[6] Sheltered instruction provides modified, but comprehensible grade-level information for students while simultaneously developing their English language skills.[7] The SIOP method uses several related activities to assist ELLs with second-language acquisition, including detailed lesson plans, comprehensible input activities, scaffolding, learning strategies, student to student interactions, practice and application of content and language objectives, and review and assessment.[8][9][6][7] The method consists of eight main components and 30 features, with a focus on creating a classroom environment where ELLs have meaningful opportunities to develop their academic English skills.[7]

• Content and language integrated learning (CLIL)
• Comprehensible input (See: Stephen Krashen)
• Competition model