NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1012565
Record Type: Journal
Publication Date: 2013
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0040-5841
Training and Sustaining Effective Teachers of Sheltered Instruction
Short, Deborah
Theory Into Practice, v52 n2 p118-127 2013
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. (Contains 2 notes and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A050056