Co nt e nt - En r ic h e d

o n & S h e lt e red
Instructi
Co nt e nt In s t r u c tion
- hari
Joanna Aviles-Jaw
Language Learners
ELL 500 - English pus
versity - Global Cam
Colorado State Uni Young
Dr. Edith Esparza -
January 29, 2020
What is Content-
Enriched English
Language
Learners? Content-Enriched Instruction is a
student-centered approach that
integrates language through learning
subject material. The student is more
focused on learning the subject
material and not on the language.
Content-Enriched
Classroom

The teacher scaffolds for ELL students in an immersed

class. This gives the teacher to make adjustments to lesson
and materials used to accommodate the level of the ELL
students.
When and Why
is Content -
Enriched
Instruction is
used?
This method of instruction allows the
student to be completely immersed in
the English language while learning
the subject content with their peers in
the classroom, as well as the
opportunity to verbally apply the
language in a social perspective.
 What is
Sheltered -
Content
Instruction?
The Sheltered - C
ontent Instructio
develops languag n approach
e through teachin
subject material a g the
nd uses supplem
material, applies ental
additional scaffo
special instruction lding, and
s (CSU-GC, 2020
).
When and Why
is Sheltered-
Content
Instruction Sheltered-Content Instruction
provides ELL students with the
used? same content while either being
in the same classroom with
native speakers or in another
classroom with other ELL
students (Thomas, 2008).
Sheltered-Content
Classroom

In a Shelter-content class, the teacher uses the target

language and native language of the students in her
lesson. Also, she speaks slower to make her words
clear and to assure that the students are following
her.
 I teach English to 8th and 9th
My Classrooms Graders at International School of
Oman in Muscat, Oman. My
students are considered EFL
students. The majority of my
students are Omani, and the rest of
the students are from different
countries from the Middle East and
Africa. Their common language is
Arabic. I have 4 students in both
grades who are from Iran and their
proficiency level in English is very
low. These students do not receive
extra support in class or from the
school.
Recommendation
The best approac
h that would suit
my multi-leveled best for
classroom would
Content-Enriched be the
Instruction. The
Model has mode SIOP
ls to differentiate
in a multi-leveled instruction
classroom; gives
of the model thro examples
ugh lessons; and
the best methods provides
for my students to
English. (Echevar learn
ria, Vogt, & Short
13). , 2012, p.
 Content Objectives: Students will be
able to identify the forms, audiences,
WIDA Standards
topics and purposes of TV commercials
analyze TV commercials’ target
audiences, messages, and visual and
aural.
English Language Language Objectives: Students will be
D evelopment Stan
dard 2 able to discuss in pairs the form,
English language audience, topic and purpose of their
learners commu
information, idea nicate favorite TV commercials. Discuss and
s, and concepts n
for academic succ ecessary answer questions, orally and in writing,
ess in the conten
Language Arts t area of about TV commercials.
.
The language of L
anguage Arts
 Echevarria, J., Vogt, M., & Short, D. (2017). Marking content
comprehensible for english learners: the siop model (4th ed.).
Boston: Pearson.

EL Education. (2018, January 18). Scaffolding literacy

References Instruction for english language learners. [Video].
YouTube. https://www.youtube.com/watch?v=lvmbm8fA2
pQ&feature=youtu.be

SIOP - Lesson plans and activities. (2018). Retrieved from

http://www.cal.org/siop/lesson-plans/

The IRIS Video Center Video Collection. (n.d.). English

language learners: sheltered instruction. [Video].
https://www.youtube.com/watch?v=jkw_
wZtJ6hY&feature=youtu.be

Thomson, H. (2008). Sheltered instruction: best practices for

ELL in the mainstream. [PDF file]. Retrieved from
http://ritell.memberlodge.org/Resources/Documents/
General%20Education%20Resources/Sheltered_
Instruction_for_Mainstream%5B1%5D.pdf