What is Sheltered Instruction?
Sheltered English instruction (SEI) is an approach to teaching English-language learners (ELLs) that integrates language and content instruction. It is designed to make academic content comprehensible to ELLs while also helping them to develop their English language proficiency.
SEI is based on the theory of comprehensible input, which states that learners acquire language best when they are exposed to language that is just slightly above their current level of comprehension. SEI teachers use a variety of strategies to make content comprehensible to ELLs, including:
- Pre-teaching key vocabulary and concepts.
- Using visuals and other non-linguistic cues to support instruction.
- Providing opportunities for ELLs to collaborate with their peers.
- Differentiating instruction to meet the needs of all learners.
- Using clear and concise language.
- Speaking slowly and providing extended wait time.
SEI can be used in all academic content areas, including math, science, social studies, and language arts. It can also be used in mainstream classrooms, classrooms with only ELLs, or classrooms with a mix of ELLs and native English speakers.
Some Examples:
Here are some examples of SEI strategies that teachers can use in the classroom:
- Pre-teaching key vocabulary and concepts. Before teaching a new concept, the teacher can pre-teach the key vocabulary and concepts that ELLs will need to know to understand the lesson. This can be done by using visuals, flashcards, and other realia.
- Using visuals and other non-linguistic cues to support instruction. Teachers can use visuals, such as diagrams, charts, and pictures, to help ELLs understand new concepts. They can also use other non-linguistic cues, such as gestures and facial expressions, to support their instruction.
- Providing opportunities for ELLs to collaborate with their peers. Teachers can provide ELLs with opportunities to collaborate with their peers on tasks such as group projects and partner work. This can help ELLs to practice their English skills in a supportive environment.
- Differentiating instruction to meet the needs of all learners. Teachers can differentiate instruction to meet the needs of all learners by providing ELLs with additional support and scaffolding when needed. This may include providing ELLs with access to graphic organizers, adapted texts, and other resources.
- Using clear and concise language. Teachers should avoid using idioms and slang when speaking to ELLs. They should also speak slowly and provide extended wait time to give ELLs time to process what they are saying and to formulate a response.