This paper describes the Specially Designed Academic Instruction in English (SDAIE) methodology used in the California school system to teach academic content to intermediate, threshold level limited-English-proficient (LEP) students and to counteract the limitations of sheltered content programs. SDAIE teaches grade-level subject matter in English and is specifically designed for speakers of other languages. It consists of a rigorous academic core at the student's grade level. Clients for SDAIE have intermediate proficiencies in English and cognitive skills in their primary language. SDAIE is based on Vygotsky's fundamental notion that learning is social in nature, thus, it must involve collaborative and cooperative learning as well as scaffolding. Expressive writing is used in the SDAIE method to encourage students to make connections with content through journal entries, quick writes, and graphic organizer entries. The role of the primary language is strategic as primary language literacy is a link to the rigorous content instruction. SDAIE teachers have expertise in language development and in the academic content area as well as providing opportunities for students to take responsibility for their own learning. (Contains 29 references.) (NAV)