This brief sets out to understand each of these characteristics through a review of literature, with the ultimate goal of understanding what’s involved in implementing best practices in the education of ELLs. To prepare ELLs fully for academic success, sheltered instruction must be part of a broad school- or district-wide initiative that takes into account many elements of good teaching practice, including culturally responsive teaching multicultural, theme-based curriculum effective classroom management appropriate grading and meaningful, collaborative involvement of parents.Educating English language learners (ELLs), one of the many ways to identify students for whom English is not a first language, has a complicated history, characterized by competing theoretical perspectives, a relatively small pool of research, numerous, changing policy instantiations, and compounding issues surrounding ELLs’ sizable and rapidly growing presence in the U.S. It has become the basis of professional development efforts for teachers of ELLs across the United States. The SIOP may be used to enhance other initiatives supporting ELLs or all students. The SIOP Observation Protocol provides teachers with a model of sheltered instruction designed to enhance teachers' practice. This focus on building knowledge of academic language, content, and performance helps prepare English language learners for non-sheltered classes, in which they will be expected to achieve to high academic standards alongside their English-speaking peers, a goal of NCLB. Sheltered instruction also teaches ELLs how to perform academic tasks, such as writing outlines and making presentations. While not a program in itself, sheltered instruction extends the time in which students participate in instruction that explicitly provides language support as well as standards-based content instruction. Sheltered instruction is an approach to teaching English language learners. To the extent possible, teachers also need to learn about students' culture and community and how these contexts affect students' ways of learning. Essential to sheltered instruction are teacher willingness and capacity to learn about and incorporate the prior knowledge of ELLs into instruction, to understand second language acquisition and address the linguistic needs of ELLs, to deliver comprehensible yet rigorous input, and to use spiraling and scaffolding techniques whereby every piece of information learned and every skill acquired provides the next-level substructure for building higher-order knowledge. Content-area teachers can acquire the skills necessary for sheltered English instruction and may already practice many of the instructional strategies involved. Each state's department of education should be consulted for information on the licenses, skills, knowledge, and professional development required for the qualification to teach in sheltered classrooms. According to NCLB, "a prepared teacher knows what to teach, how to teach and has command of the subject matter being taught." To address the how-to-teach factor, many states have incorporated professional development in sheltered English instruction into their plans to meet the educational needs of English language learners. The No Child Left Behind (NCLB) Act of 2001 calls upon states to place a well-prepared teacher in every classroom.
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