![]() Sheltered instruction should take place in each of the content-area classrooms where English learners are present and may additionally benefit students that struggle academically for a variety of reasons.ĮLD refers to the specific language instruction English learners need in order to continue to learn English language skills. In order to shelter instruction effectively, teachers need to make content comprehensible, scaffold content and language, and develop language objectives, as well as integrate language instruction and development in the classroom. This includes carefully analyzing the language demands of the lesson and designing language objectives that will help students increase academic language proficiency. Sheltered instruction refers to carefully scaffolding instruction to make the content accessible to English learners in content-area instruction. ![]() The two are related, but vary to some degree. It is important that we are clear on the two concepts being discussed: sheltered instruction and English language development (ELD). In this two-part series, sheltered instruction and English language development (ELD) will be explored. Some schools are unaware of the need for each, some schools focus on one more than another, or omit one or the other. How schools implement these two instructional pieces varies widely. However, two key ingredients are necessary: sheltered instruction and English language development. Our diverse classrooms make the job challenging, but through the implementation of research-based best practices, schools can meet these needs.įor English learners, research is scant on what works to close the achievement gap. Schools today are charged with meeting the needs of each child: the average, the gifted, the special-needs student, the English learner.
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