Addressing English language learners’ needs in the secondary content classroom
Term
Fall 12-11-2014
Capstone
Thesis
Degree Name
MAESL
Primary Advisor/Dissertation Chair
Ann Mabbott
Secondary Advisor/Reader One
Cynthia Lundgren
Peer-Reviewer/Reader Two
Kristie O’Brien
Abstract
There is a significant amount of research that has been done on what components are included in sheltered instruction in order to meet the unique needs of English language learners. This study focused on what sheltered instruction looks like in secondary content classrooms that include ELs. It took place in an urban high school that provided two day training for all teachers in sheltered instruction strategies and dedicated time to plan for modified instruction. The data that was collected indicated common themes about the components of sheltered instruction that were seen and the components that weren’t seen. The themes that were observed included multimodal instruction and the use of content objectives. The use of language objectives and instruction of academic language were not observed. The results of this study demonstrate the need for additional professional development in the area of sheltered instruction and additional study for improved implementation.
Keywords
ESL/ ELLs, Staff Development, Sheltered Instruction
Recommended Citation
Clark, David Edward, "Addressing English language learners’ needs in the secondary content classroom" (2014). School of Education and Leadership Student Capstone Theses and Dissertations. 70.
https://digitalcommons.hamline.edu/hse_all/70