Best Instructional Practices for High School SLIFE: A Narrative Curriculum for a Sheltered EL Class
Year: 2020
Type: article
Abstract: the growing population of English Language Learners (ELLs). One subset of ELLs are students with limited or interrupted formal education (SLIFE). These students have primarily been educated through informal education, come from collectivist cultures, and have more experience with oral language versus written language. SLIFE have different needs than formally educated ELLs and instructional practices need to be altered to meet them. This capstone provides a narrative curriculum to answer the research question, What are the best instructional practices for high school SLIFE? Research concludes that the best practices for SLIFE include basic literacy instruction, strong student-teacher relationships, modeling of academic skills, opportunities for oral language leading into written language, and multiple opportunities to learn language and content skills throughout a unit. The 20-day narrative unit is designed to be implemented in a sheltered, newcomer program with an 80 minute literacy block. It targets SLIFE who have a composite proficiency level of around 2 as defined by WIDA and uses the best instructional practices for SLIFE as outlined by the research.
Author: Sarah Jorgenson
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3126626237