4. Is sheltered instruction effective?
The success of sheltered English instruction depends largely on two integrated factors. First, the teacher must provide modified instruction in English without oversimplifying the content. All students, including ELLs, are held to the same high expectations of achievement and must demonstrate that they meet content standards. Second, to avoid fossilization of language skills at the conversation level, the teacher must engage the student in a constant, concerted effort to develop and enhance academic language. In other words, teachers must first simplify their discourse to make class content comprehensible and then gradually make their language more complex, without sacrificing the quality of instruction or depth of comprehension in the process.
Research conducted in 1997-98 and again in 1998-99 showed that English language learners in classes with teachers who had been trained in sheltered instruction under the SIOP model outperformed similar students in control classes (E).