Sheltered content instruction : teaching English-language learners with diverse abilities
Author(s)
Bibliographic Information
Sheltered content instruction : teaching English-language learners with diverse abilities
Allyn and Bacon, c1998
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Note
Includes bibliographical references and index
Description and Table of Contents
Description
This book sets out to clearly define sheltered instruction, or Specially Designed Academic Instruction in English (SDAIE), and to provide strategies for its successful implementation in the classroom. This book speaks specifically to instruction in the content areas, confronting the fact that students learning English might struggle in those subjects. The authors provide practical methods that demonstrate how to implement this type of instruction with the full range of learners.
Focusing on the use of sheltered instruction with students of varying abilities, Echevarria and Graves address the important overlap between sheltered instruction and special education adaptations.
One important function of Sheltered Content Instruction is to provide teachers with the support and direction needed in undertaking the sheltered approach. Often, Echevarria and Graves find, this support is not provided. Specific examples of sheltered content instruction and scenarios depicting classroom interaction during this type of instruction provide models for teachers and those preparing to teach. Case studies and vignettes illustrate this interaction for the reader.
Table of Contents
All chapters conclude with "Summary," "Activities," and "References."
Preface.
1.Teaching English-Language Learners with Diverse Abilities.
Native Language Knowledge.
English Language Knowledge.
Academic Background and School Experience.
Learning and Behavior Patterns.
2.Theoretical and Historical Foundations.
History of Education for Students Learning English in School.
Learning Theories.
Theories of Second Language Acquisition.
The Contributions of Cummins.
Factors That Affect Second Language Acquisition.
3.Sheltered Instruction in the Content Areas.
Sheltered Instruction versus Effective Instruction.
A Comparative Case Study.
Components of Sheltered Instruction.
Overlap of Sheltered Instruction and Effective Instruction.
Specific Considerations for Students with Learning Disabilities.
4.Affective Issues.
Providing Constructivist Reading and Writing Activities.
Providing Ample Practice and Careful Corrections.
Focusing on Relevant Background Knowledge.
Actively Involving Learners.
Using Alternative Grouping.
Providing Native Language Support.
Focusing on Content and on Activities That Are Meaningful to Students.
Creating Roles in the Classroom for Family and Community Members.
Holding High Expectations for All Learners.
Being Responsive to Cultural and Personal Diversity.
5.Learning Strategies.
Types of Learning Strategies.
Guidelines for Selecting a Learning Strategy.
Lesson Phases When Teaching Learning Strategies.
Presentation Methods Used to Teach Learning Strategies.
Examples of Specific Strategies in Teaching Reading and Writing in Content Areas.
6.Curriculum Adaptations.
Demonstrating Sensitivity to Cultural and Linguistic Diversity.
Providing Adequate Background Knowledge.
Categorizing Materials as Either Content Knowledge or Academic Proficiency.
Including Both Language Development and Content Vocabulary Development.
Modifying the Text.
Modifying the Assignments.
Assigning Note Taking, Report Writing, Study Sheets and Homework, and Progress Checks.
Using Study Resource Guides.
Developing Methods to Facilitate Curriculum Adaptations.
7.Adjusting Discourse to Enhance Learning.
The Discourse of Sheltered Instruction.
The Discourse of Instructional Conversations.
Theoretical Background.
8.Self Evaluation and Collaborative Implementation.
Self Evaluation and Goal Setting.
Collaboration with School Personnel or Peers.
Index.
by "Nielsen BookData"
