Addressing English language learners’ needs in the secondary content classroom


Fall 12-11-2014



Degree Name


Primary Advisor/Dissertation Chair

Ann Mabbott

Secondary Advisor/Reader One

Cynthia Lundgren

Peer-Reviewer/Reader Two

Kristie O’Brien


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.


ESL/ ELLs, Staff Development, Sheltered Instruction

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