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When language is the factor for differentiation, Echevarria et al. (2017), proponents of the Sheltered Instruction Observation Protocol (SIOP) strongly supports and guides teachers to differentiate instruction to English as a Second Language Learners (ELLs) who have a range of learning ability levels—beginning, intermediate and advanced.
Sheltered instruction is an educational approach designed to make academic content more accessible to English language learners (ELLs) while promoting their language development. It involves modifying instruction to accommodate students' language proficiency levels and providing additional support to help comprehend and engage with material ...
Occupation: Educator, author and speaker: Language: English: Nationality: American: Subject: Differentiation in education: Notable works: How to Differentiate Instruction in a Mixed Ability Classroom, The Differentiated Classroom: Responding to the Needs of All Learners, Leadership for Differentiated Schools and Classrooms
The Interface Hypothesis has gained attention for addressing advanced stages of L2 acquisition, where subtle pragmatic or contextual errors persist. Critics argue, however, that such difficulties may be mitigated through targeted instruction and exposure to authentic language use, suggesting that interface challenges are not insurmountable.
English language teaching (ELT) is a widely used teacher-centered term, as in the English language teaching divisions of large publishing houses, ELT training, etc. Teaching English as a second language (TESL), teaching English to speakers of other languages (TESOL), and teaching English as a foreign language (TEFL) are also used. [citation needed]
SDAIE requires the student possess intermediate fluency in English as well as mastery of their native language. The instruction is carefully prepared so the student can access the English language content supported by material in their primary language and carefully planned instruction that strives for comprehensible input.