Sheltered Content Instruction Teaching English Learners with Diverse Abilities, Enhanced Pearson eText - Access Card

Sheltered Content Instruction guides you on how to use the sheltered instruction approach to effectively deliver content area instruction to English learners. It includes recent research, best practices and policies that impact the education of English learners.

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Jana Echevarría, Ph.D., is Professor Emerita of Special Education at California State University, Long Beach where she received the honor of being selected as Outstanding Professor. She has taught in elementary, middle, and high schools in special education, English as a Second Language, and bilingual programs. She has lived in Taiwan, Spain, and Mexico and is an internationally known expert on second language learners. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. She has presented her research across the U.S. and internationally including Oxford University (England), Wits University (South Africa), Harvard University (U.S.), South East Europe University (Macedonia), and University of Barcelona (Spain). Publications include the popular SIOP book series and over 50 books, book chapters and journal articles.

Anne W. Graves, Ph.D., is a Professor at San Diego State University (SDSU) teaching and conducting research on instruction in reading and writing for learners with disabilities from diverse backgrounds since 1990. Beginning in 1975, Graves taught in special education settings in the public schools for 6 years. After receiving her Ph.D. at the University of Wisconsin—Madison in 1984, she was a Professor at University of South Carolina---Coastal Campus and Sacramento State University before coming to SDSU. Her research on efficient and effective instructional approaches and interventions has resulted in numerous publications and presentations at local, state, and international conferences. Graves is part of a research team at San Diego State that conducts studies of intensive small group instruction for struggling readers in culturally and linguistically diverse settings. Currently, she is principal investigator on a grant that supports cultural and linguistic emphasis in teacher preparation for candidates seeking credentials in both special education and bilingual elementary or secondary known as ADELANTE funded by Office of English Language Acquisition in the U. S. Department of Education.

Chapter 1    Teaching English Learners with Diverse Abilities  

Chapter 2    Theoretical and Historical Foundations

Chapter 3    Sheltered Instruction in the Content Areas     

Chapter 4    Understanding, Adjusting, and Teaching the Language of the Classroom                 

Chapter 5    Promoting Affective and Cultural Connections

Chapter 6    Learning Strategies     

Chapter 7    Instructional Practices that Support All Learners       

Chapter 8    Becoming a Reflective Practitioner

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