Comprehensibility Matters: Effective English Language Arts Instruction in Indiana's Dual-Language Bilingual Education Programs

• In Event: Marriott Roundtable Session 21
  In Roundtable Session: Perspectives on and Practices for Dual-Language Education

Abstract

This paper reports on part of a federally funded project investigating efforts to improve sheltered English language arts (ELA) instruction in Indiana through teacher training, licensure, and coaching. In this paper, the effectiveness of delivering sheltered ELA instruction in Dual Language Bilingual Education (DLBE) programs is examined. The findings include comparing and contrasting the eight components of the Sheltered Instruction Observation Protocol (SIOP) with purposefully selected teachers (2 DLBE; 2 English-only) observed over one academic year (beginning, middle, and end of the school year). Implications suggest that quality ELL licensure courses coupled with coaching are essential components in improving sheltered ELA instruction among DLBE teachers.

Authors

• Wan Hee Kim, Purdue University

• Woongsik Choi, Purdue University

• Wayne E. Wright, Purdue University

• Trish Morita Mullaney, Purdue University