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dc.contributor.advisorCallahan, Rebecca M.en
dc.contributor.committeeMemberHorwitz, Elaineen
dc.creatorSmith, Regina Maxineen 2012en
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.subjectSheltered instructionen
dc.subjectSocial studiesen
dc.subjectProfessional developmenten
dc.titleEnhancing sheltered social studies instruction for ELLs in secondary schoolen
dc.description.departmentForeign Language Educationen

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