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ERIC Number: ED301070
Record Type: Non-Journal
Publication Date: 1988-Oct
Pages: 4
Abstractor: N/A
Reference Count: N/A
Sheltered English Instruction. ERIC Digest.
Freeman, David; Freeman, Yvonne
The number of limited-English proficient (LEP) students in U.S. schools has increased dramatically in recent years. One type of instructional approach that offers promise in helping LEP students develop academic competence while also developing English proficiency is sheltered English. Students in these classes are "sheltered" in that they do not compete academically with native English speakers since the class includes only LEP students. In sheltered English classes, the variety of teaching methods employed includes: (1) extralinguistic cues (visuals, props); (2) linguistic modifications (pauses, repetition); (3) interactive lectures; (4) cooperative learning strategies; (5) focus on central concepts rather than on details; and (6) development of reading strategies (mapping). While sheltered English programs can be either monolingual or bilingual, English instruction is the key element in both. A model suggested by Weinhouse and Krashen describes sheltered English as a program of instruction for LEP students which consists of three components: sheltered English instruction, primary language instruction, and mainstream English instruction. Teachers for sheltered English programs are drawn from the regular teaching staff, but may also include teachers of English as a Second Language (ESL). Sheltered English programs can contain elements of three other instructional approaches: bilingual education, immersion education, and content-based instruction. A reference list is appended. (DJD)
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Languages and Linguistics, Washington, DC.