This report explores the concept of sheltered instruction in response to the shifting demographics of English language learners (ELLs) in educational institutions across the United States. Following a discussion of the goals of and threats to sheltered instruction, I recommend the integration of social studies pedagogy and English language development in the sheltered classroom. The blending of social studies instructional practices and language acquisition pedagogy promotes a safe, culturally-sensitive environment in which ELLs can develop linguistic, socio-cultural, and academic skills in secondary school. I also acknowledge that teachers’ attitude toward ELLs can potentially influence their academic achievement. Therefore, I recommend that all teachers participate in three areas of professional development: socio-cultural sensitivity, pedagogical practices, and policy awareness. Enhancing sheltered social studies instruction and participating in professional development have the potential to provide ELLs with quality grade-level education and the means to become successful secondary students. / text
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/ETD-UT-2012-05-5492 |
| Date | 14 August 2012 |
| Creators | Smith, Regina Maxine |
| Source Sets | University of Texas |
| Language | English |
| Detected Language | English |
| Type | thesis |
| Format | application/pdf |
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