Teaching as Sheltering: A Metaphorical Analysis of Sheltered Instruction for English Language Learners

References

• Brinton, D., Snow, M., & Wesche, M. (1989). Content-based second language instruction. New York: Newbury House.
   Google Scholar
• Bullough, R. V. (1991). Exploring personal teaching metaphors in preservice teacher education. Journal of Teacher Education, 42(1), 43–51.
   Web of Science ®Google Scholar
• Bullough, R. V., & Stokes, D. K. (1994). Analyzing personal teaching metaphors in preservice teacher education as a means for encouraging professional development. American Educational Research Journal, 31(1), 197–224.
   Web of Science ®Google Scholar
• Bunch, G. C., Abram, P. L., Lotan, R. A., & Valdés, G. (2001). Beyond sheltered instruction: Rethinking conditions for academic language development. TESOL Journal, 10(2/3), 28–33.
   Google Scholar
• Cameron, L., & Low, G. (1999). Metaphor. Language Teaching, 32(2), 77–96.
   Google Scholar
• Cline, Z., & Necochea, J. (2003). Specially designed academic instruction in English (SDAIE): More than just good instruction. Multicultural Perspectives, 5(1), 18–24.
   Google Scholar
• Cook-Sather, A. (2003). Movements of mind: The matrix, metaphors, and re-imagining education. Teachers College Record, 105(6), 946–977.
   Web of Science ®Google Scholar
• De Guerrero, M. C. M, & Villamil, O. S. (2002). Metaphorical conceptualizations of ESL teaching and learning. Language Teaching Research 6(2), 95–120.
   Google Scholar
• Duff, P. A. (2001). Language, literacy, content, and (pop) culture: Challenges for ESL students in mainstream courses. Canadian Modern Language Review, 58(1), 103–132.
   Web of Science ®Google Scholar
• Echevarria, J., Short, D. J., & Powers, K. (2006). School reform and standards-based education: A model for English language learners. Journal of Educational Research, 99(4), 195–210.
   Web of Science ®Google Scholar
• Echevarria, J., Vogt, M., & Short, D. J. (1999). Making content comprehensible for English language learners: The SIOP model. Boston: Allyn & Bacon.
   Google Scholar
• Echevarria, J., Vogt, M., & Short, D. J. (2003). Making content comprehensible for English language learners: The SIOP model (2nd ed.). Boston: Pearson Allyn & Bacon.
   Google Scholar
• Edwards, H., Wesche, M., Krashen, S., Clement, R., & Krudenier, B. (1984). Second language acquisition through subject-matter learning: A study of sheltered psychology classes at the University of Ottawa. Canadian Modern Language Review, 41(2), 268–282.
   Web of Science ®Google Scholar
• Faltis, C. J. (1993). Critical issues in the use of sheltered content teaching in high school bilingual programs. Peabody Journal of Education, 69(1), 136–151.
   Google Scholar
• Friedenberg, J. E., & Schneider, M. A. (2008). An experiment in sheltered sociology at the university level. In Realizing content and language integration in higher education (pp. 155–168). Maastricht, the Netherlands: Maastricht University Press. Retrieved August 10, 2009, from http://brj.asu.edu/content/vol26_no2/pdf/ART6.PDF
   Google Scholar
• Genesee, F. (1999). Program alternatives for linguistically diverse students (Educational Practice Report No. 1). Santa Cruz, CA: Center for Research on Education, Diversity, & Excellence.
   Google Scholar
• Grabe, W., & Stoller, F. L. (1997). Content-based instruction: Research foundations. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 5–21). White Plains, NY: Addison-Wesley Longman.
   Google Scholar
• Gulack, J., & Silverstein, S. (1997). TASSI: SDAIE handbook-Techniques, strategies, and suggestions for teachers of LEP and former LEP students. Retrieved March 11, 2008, from http://www.csupomona.edu/%7Etassi/sdaie.htm#introduction
   Google Scholar
• Hammond, J. (2006). High challenge, high support: Integrating language and content instruction for diverse learners in an English literature classroom. Journal of English for Academic Purposes, 5(4), 269–283.
   Google Scholar
• Hansen-Thomas, H. (2008). Sheltered instruction: Best practices for ELLs in the mainstream. Kappa Delta Pi Record, 44(4), 165–169.
   Google Scholar
• Harklau, L. (1994). ESL versus mainstream classes: Contrasting L2 learning environments. TESOL Quarterly, 28(2), 241–272.
   Web of Science ®Google Scholar
• Harper, C., & de Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy, 48(2), 152–162.
   Web of Science ®Google Scholar
• Hauptman, P. C., Wesche, M. B., & Ready, D. (1988). Second-language acquisition through subject-matter learning: A follow-up study at the University of Ottawa. Language Learning, 38(3), 433–475.
   Web of Science ®Google Scholar
• Herron, C. (1982). Foreign-language learning approaches as metaphor. The Modern Language Journal, 66(3), 235–242.
   Web of Science ®Google Scholar
• Huang, J., & Morgan, G. (2003). A functional approach to evaluating content knowledge and language development in ESL students' science classification texts. International Journal of Applied Linguistics, 13(2), 234–262.
   Google Scholar
• Kauffman, D., Burkhart, G., Crandall, J., Johnson, D. E., Peyton, J., Sheppard, K., et al. (1995). Content-ESL across the USA. volume II: A practical guide. A descriptive study of content-ESL practices. Washington, DC: Center for Applied Linguistics.
   Google Scholar
• Kliebard, H. M. (1982). Curriculum theory as metaphor. Theory Into Practice, 21(1), 11–17.
   Google Scholar
• Krashen, S. D. (1981). The fundamental pedagogical principle in second language teaching. Studia Linguistica, 35(1–2), 50–70.
   Google Scholar
• Krashen, S. D. (1982). Principles and practice in second language acquisition. Language teaching methodology series. Oxford, UK: Pergamon.
   Google Scholar
• Krashen, S. D. (1985). The input hypothesis: issues and implications. London: Longman.
   Google Scholar
• Lakoff, G. (1993). The contemporary theory of metaphor. Metaphor and Thought, 2, 202–251.
   Google Scholar
• Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
   Google Scholar
• Lantolf, J. P. (1996). SLA theory building: “Letting all the flowers bloom!” Language Learning, 46(4), 713–749.
   Web of Science ®Google Scholar
• Marsh, D., Maljers, A., & Hartiala, A. (2001). Profiling European CLIL classrooms. Jyväskylä, Finland: University of Jyväskylä Press. Retrieved August 20, 2009, from http://www.cec.jyu.fi/kasvatusjaopetus/clil/clilprofiling
   Google Scholar
• Martinez, M. A., Sauleda, N., & Huber, G. L. (2001). Metaphors as blueprints of thinking about teaching and learning. Teaching and Teacher Education, 17(8), 965–977.
   Web of Science ®Google Scholar
• Miller, J. M. (2000). Language use, identity, and social interaction: Migrant students in Australia. Research on Language and Social Interaction, 33(1), 69–100.
   Web of Science ®Google Scholar
• Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. Tesol Quarterly, 37(4), 589–613.
   Web of Science ®Google Scholar
• Rosen, N. G., & Sasser, L. (1997). Sheltered English: Modifying content delivery for second language learners. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 35–45). White Plains, NY: Addison-Wesley Longman.
   Google Scholar
• Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13.
   Google Scholar
• Sharkey, J., & Layzer, C. (2000). Whose definition of success? Identifying factors that affect English language learners' access to academic success and resources. TESOL Quarterly, 34(2), 352–368.
   Web of Science ®Google Scholar
• Short, D. J. (1991). How to integrate language and content instruction: A training manual. (ERIC Document Reproduction Service No. A unique accession number assigned to each record in the database; also referred to as ERIC Document Number (ED Number) and ERIC Journal Number (EJ Number).ED359780).
   Google Scholar
• Short, D. J. (1993). Assessing integrated language and content instruction. TESOL Quarterly, 27(4), 627–656.
   Web of Science ®Google Scholar
• Short, D. J. (1994). Expanding middle school horizons: Integrating language, culture, and social studies. TESOL Quarterly, 28(3), 581–608.
   Web of Science ®Google Scholar
• Short, D. J. (1996). Integrating language and culture in the social studies: A final report to the U.S. Department of Education, Office of Educational Research and Improvement. Washington, DC: Center for Applied Linguistics and the National Center for Research on Cultural Diversity and Second Language Learning.
   Google Scholar
• Short, D. J. (1999). Integrating language and content for effective sheltered instruction programs. In C. J. Faltis & P. Wolfe (Eds.), So much to say: Adolescents, bilingualism, & ESL in the secondary school (pp. 105–137). New York: Teachers College Press.
   Google Scholar
• Snow, M. A., & Brinton, D. (1997). The content-based classroom: Perspectives on integrating language and content. New York: Longman.
   Google Scholar
• Snow, M. A., Met, M., & Genesee, F. (1989). A conceptual framework for the integration of language and content in second/foreign language instruction. TESOL Quarterly, 23(2), 201–217.
   Web of Science ®Google Scholar
• Sobul, D. (1995). Specially designed academic instruction in English (ERIC Document Reproduction Service No. ED 391357).
   Google Scholar
• Stoller, F. L. (2004). Content-based instruction: Perspectives on curriculum planning. Annual Review of Applied Linguistics, 24, 261–283.
   Google Scholar
• Suárez-Orozco, C., Suárez-Orozco, M., & Todorova, I. (2008). Learning a new land: Immigrant students in American society. Cambridge, MA: Belknap Press of Harvard University Press.
   Google Scholar
• Tang, G. M. (1994). Teacher collaboration in integrating language and content. TESL Canada Journal, 11(2), 100–117.
   Google Scholar
• Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity, & Excellence.
   Google Scholar
• Whitman, W. (1904). Song of the open road. In Leaves of Grass (p. 125). Boston: Small, Maynard, & Company.
   Google Scholar
• Yob, I. M. (2003). Thinking constructively with metaphors. Studies in Philosophy and Education, 22(2), 127–138.
   Google Scholar