Sheltered english instruction mode2/12/2024 ![]() L1 may be denigrated and relegated to inferior status. ![]() L1 and L2 are both majority languages, equally prestigious and recognized as valuable by the community. Program objective is proficiency in English based on a subtractive model. Program objective is full bilingualism and biliteracy based on an additive model of bilingualism. Failure to progress in the mainstream may or may not be used to infer success or failure of one year sheltered immersion.Ĭonsidered a form of English-only education 12)Īttrition statistics will come in the form of numbers of transfers of LEP into mainstream program during and following the normal one year program enrollment. A good example of inappropriate over-extension is the labeling of English-only programs for Spanish-speaking minorities in the United States as "immersion education." Such English-only education leads to replacive or subtractive bilingualism in the academic domain, while the wide use of the L2 in public domains leads to the development of interpersonal and social proficiency that immersion students do not have the opportunity to acquire." (p. "Given the core features we have proposed, we would argue that there are some programs labeled immersion that have overextended the use of this term to the point at which a discussion of common issues and problems becomes difficult, if not impossible. In their volume on international immersion education, Johnson and Swain (1997) state the following: The term "immersion" has been used properly by second-language educators to refer to immersion programs as a category within bilingual education. The purpose of this comparison is to describe how the program mandated by Proposition 227 bears little resemblance to what bilingual and second-language educators call an "immersion" program. Proposition 227 requires that all English Language Learners in California receive a program of "sheltered immersion" or "structured immersion" taught "overwhelmingly in English" for one year before beginning transferred to mainstream or regular classes.īelow is a comparison of the mandated "sheltered immersion" model of instruction with second-language immersion programs in Canada and other countries internationally. It concludes with a list of resources to help teachers support students through sheltered instruction as they develop their English proficiency and master grade-level academic content.Sheltered Immersion: Contrasts and Controversy It then discusses fundamental components of sheltered instruction, including content and language objectives, instructional strategies (with suggestions for specific content areas), and assessment of content learning. It first describes when and how to use sheltered instruction to support English learners. This brief provides an overview of sheltered instruction. Sheltered instruction also incorporates opportunities for students to develop general academic competencies, such as study skills, learner strategies, and critical thinking skills (Echevarria, Vogt, & Short, 2012 Genesee, 1999 Snow, Met, & Genesee, 1989). When partnered with English language development and, when possible, native language instruction, sheltered instruction allows English learners to progress academically while developing proficiency in English (Faltis, 1993 Fritzen, 2011 Genesee, 1999 Short, 1991 Wright, 2010). Sheltered instruction delivers language-rich, grade-level content area instruction in English in a manner that is comprehensible to the learners. Sheltered instruction is an essential component of any program for English learners (Genesee, 1999 Harper & de Jong, 2004 Saunders & Goldenberg, 2010 Williams, Hakuta, & Haertel, 2007 Wright, 2010).
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