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dc.contributor.advisorCallahan, Rebecca M.en
dc.contributor.committeeMemberHorwitz, Elaineen
dc.creatorSmith, Regina Maxineen
dc.date.accessioned2012-08-14T16:44:19Zen
dc.date.accessioned2017-05-11T22:26:54Z
dc.date.available2012-08-14T16:44:19Zen
dc.date.available2017-05-11T22:26:54Z
dc.date.issued2012-05en
dc.date.submittedMay 2012en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2012-05-5492en
dc.descriptiontexten
dc.description.abstractThis report explores the concept of sheltered instruction in response to the shifting demographics of English language learners (ELLs) in educational institutions across the United States. Following a discussion of the goals of and threats to sheltered instruction, I recommend the integration of social studies pedagogy and English language development in the sheltered classroom. The blending of social studies instructional practices and language acquisition pedagogy promotes a safe, culturally-sensitive environment in which ELLs can develop linguistic, socio-cultural, and academic skills in secondary school. I also acknowledge that teachers’ attitude toward ELLs can potentially influence their academic achievement. Therefore, I recommend that all teachers participate in three areas of professional development: socio-cultural sensitivity, pedagogical practices, and policy awareness. Enhancing sheltered social studies instruction and participating in professional development have the potential to provide ELLs with quality grade-level education and the means to become successful secondary students.en
dc.format.mimetypeapplication/pdfen
dc.language.isoengen
dc.subjectSheltered instructionen
dc.subjectSocial studiesen
dc.subjectStrategiesen
dc.subjectProfessional developmenten
dc.titleEnhancing sheltered social studies instruction for ELLs in secondary schoolen
dc.description.departmentForeign Language Educationen
dc.type.genrethesisen
dc.date.updated2012-08-14T16:44:25Zen
dc.identifier.slug2152/ETD-UT-2012-05-5492en


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