This chapter includes discussion of a wide range of important affective issues such as making instruction relevant, actively involving learners, grouping for optimal participation, and involving family and community in schools. A cautionary note should be added to the authors' approach to correction, however. They advise teachers "to approach error correction indirectly" p. While this method builds self-esteem and is standard practice for many ESL teachers, it may have adverse results in special education.
This chapter is also misleading in its treatment of native language support in class. While using the native language may represent an ideal situation, the authors do not make it clear that such support is not mandatory for successful second language teaching; this omission may, in fact, discourage content and special education teachers unfamiliar with ESL from trying sheltered content instruction.
Of particular importance to both special education and second language teachers are chapters 5 and 6, dealing with learning strategies and curriculum adaptation. Specific tips are offered on how to decide which learning strategy is appropriate, how to select the best strategy for the content, and how to implement these strategies in a lesson. Since explicitly teaching learning strategies is essential to optimize learning in both second language and special education, this is a particularly important section.
Also useful are sound guidelines offered to help teachers analyze and adapt material so that students learn language as well as content. However, when discussing using alternate books, the authors fail to mention the wealth of ESL content and language texts.
Though ESL teachers are aware of the wide variety of material that is already adapted for second language learners, content and special education teachers may not be aware of these resources and may waste time modifying and adapting material that has already been adapted in second language texts. Adjusting discourse, another point often a mystery to those unused to working with English language learners, is the subject of chapter 7.
The authors give a detailed description of an instructional conversation model p. Each food group is represented by a different color.
Grains are in the orange group. Vegetables are in the green group. Fruits are in the red group. Dairy is represented by the blue group. And, last, we have protein, which is the purple group. We should eat foods from all of the five groups every day.
The sections in the plate are different sizes. The bigger the section, the more of that food group we should eat.
The green section for vegetables, for example, is bigger than the protein section. That means you should eat more vegetables than protein in a day. You can eat them raw or cooked, canned or frozen. So who in here had vegetables with their dinner last night? Now watch the video to see the teacher providing the same lesson but this time using sheltered instruction time: Transcript: Lesson Using Sheltered Instruction.
Teacher: Okay, class, today we are going to talk about making food choices for a healthy lifestyle. Mi Plato. Mi Plato shows that healthy foods are categorized into five different groups Five different groups. We should eat foods from all of the five food groups every day. The sections of the plate are different sizes. The bigger the section, the more food from that section we should eat each day.
For example, the green group, the vegetables group, is bigger than the protein group, the purple group, so that means we should eat more vegetables in a day than protein. Having watched the demonstration of sheltered instruction above, can you identify some of the instructional supports used by the teacher?
Click here for feedback. What other instructional supports could the teacher have used during her lesson? Culturally Responsive Instruction In addition to sheltered instruction, teachers should provide instruction in a culturally responsive way.
Look at the list below to see some of the things a teacher can do to promote culturally responsive instruction. Select from the drop-down menu to learn more about each. Communicates High Expectations. Studies show that students generally rise or fall to the level of teacher expectations.
When teachers believe in their students, students believe in themselves. Teachers who hold high expectations for their English language students generally offer exciting instruction and explicit explanations about concepts. They call on students often and allow them adequate time to respond, and they provide frequent and informative feedback and praise.
Promotes Learning Within the Context of Culture. By practicing culturally responsive instruction, teachers make academic information relevant to their students. There are a number of ways to go about this.
Teachers could utilize a network of people from various background and cultural experiences e. For example, rather than requiring all students to participate in an individually based competitive activity——a form of interaction that is not valued in some cultures——a teacher might instead allow students to work in collaborative groups, thus reinforcing the community-centered focus of some cultures.
Uses Culturally Mediated Instruction. In culturally mediated instruction, teachers help their students understand that there are multiple ways to interpret information e. Teachers should encourage their students to be active participants in learning by sharing viewpoints based on their cultural backgrounds. This service is more advanced with JavaScript available. Advertisement Hide.
Authors Authors and affiliations Fredricka L. Stoller Shannon Fitzsimmons-Doolan. Living reference work entry First Online: 01 September This is a preview of subscription content, log in to check access. English for Specific Purposes, 37 , 63— CrossRef Google Scholar. Breidbach, S. Frankfurt: Peter Lang. Google Scholar. Brinton, D.
Content-based second language instruction. New York: Newbury House. Cammarata, L. L2 Journal, 2 1 , 89— Chamot, A. The cognitive academic language learning approach: A bridge to the mainstream. Coyle, D. CLIL: Content and language integrated learning.
Dalton-Puffer, C. Discourse in content and language integrated learning CLIL classrooms. Amsterdam: John Benjamins. Content and language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31 , — Boston: Pearson.
Enright, D. Integrating English. Reading: Addison-Wesley. Eurydice Ed. Brussels: Eurydice European Unit. Fitzsimmons-Doolan, S.
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