Deborah J. Short

• PhD
• Managing Director at Academic Language Research & Training, LLC

The 6 Principles for Exemplary Teaching of English Learners® is a core set of principles for English language teaching and learning. The 6 Principles are targets of excellence that provide teachers with the knowledge to make informed decisions to improve instruction and assessment. This second edition of The 6 Principles for Exemplary Teaching of...

Given that English learners (ELs) comprise one of the fastest growing populations in PK–12 environments, long‐term English learners (LTELs) form one subgroup that provokes particular concern. This article explores current understandings of the LTEL designation and discusses diagnostic processes and assessment tools for determining English language...

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This paper describes the challenges and successes of developing and scaling up a research-based instructional intervention known as the SIOP (Sheltered Instruction Observation Protocol) Model. The SIOP Model is an approach used widely in the United States for teaching subjects like mathematics and science to students learning through English, a new...

An Introduction to the TWIOP Support for this project was provided by The Goldman Sachs Foundation. The Goldman Sachs Foundation is a global philanthropic organization that promotes excellence and innovation in education and works to improve the academic performance and lifelong productivity of young people worldwide through a combination of strate...

This resource shows teachers how to promote academic language skills for all students -- English learners and native English speakers alike.The text guides educators in designing and delivering lessons that engage students in learning and using academic language effectively.

This article provides guidelines for programs to deliver and sustain effective professional development on sheltered instruction to teachers who teach content to English learners. Many content area teachers have not had university coursework on second-language acquisition or the integration of language and content instruction in teacher preparation...

Secondary English as a second language (ESL) curricula that address four levels of ESL proficiency and prepare students for the English language arts (ELA) curricula and state-mandated ELA tests are not common. A curriculum jointly developed by two districts is even rarer. Yet two urban districts in Rhode Island undertook such a curriculum developm...

This article describes a study examining the effects of Sheltered Instruction Observation Protocol (SIOP) model instruction on the academic language performance of middle and high school English language learners. The SIOP model is an approach for teaching content curriculum to students learning through a new language. Teachers employ techniques th...

Educators are concerned about the academic attainment of English language learners in U.S. schools as their numbers continue to grow and their performance lags behind English-speaking peers. For teachers of English language learners, it can be challenging to teach rigor-ous, standards-based content to these students at the same time they are develo...

This article describes an extended program of research in sheltered instruction and the effects on the academic literacy development of English language learners. It also highlights the challenges of scaling up an instructional intervention. The intervention was the Sheltered Instruction Observation Protocol (SIOP) Model, an approach that teaches s...

Overview This chapter describes effective sheltered content instruction 1 that teachers and programs can use to provide English learners with access to the core curriculum and concurrently develop their proficiency in academic English. Many approaches and combinations of techniques can be applied to the delivery of sheltered content instruction. Cu...

Deborah J. Short, Ph.D., is director of the Language Education and Academic Development division at the Center for Applied Linguistics in Washington, DC, and co-developer of the SIOP Model for sheltered instruction. She was Co-Principal Investigator for a research study on the effects of sheltered instruction on English language learner achievement...

The authors examined a model of instruction for English-language learners (ELLs) who were learning academic English while they tried to meet content standards required by the nation's education reform movement. In previous work (J. Echevarria, M. E. Vogt, & D. Short, 2000), the authors developed and validated a model of instruction (Sheltered Instr...

Content-area teachers can provide rich, meaningful lessons that strengthen background information and promote the literacy of students learning English. Content-area teachers can provide rich, meaningful lessons that strengthen background information and promote the literacy of students learning English.

Mai knew that the teacher wanted her to become a good writer. And the teacher, Mrs. Galinski, had the students write every day in this 2-hour summer school class. For a half hour each morning, they would read a newspaper article individually and then discuss it as a class. Next, they had 30 minutes to write about the topic in their journals. Someti...

This article examines the small but growing presence of newcomer programs being implemented in urban middle and high school settings across the United States. The article provides the rationale for the development of newcomer programs for recent immigrant English language learners and a detailed summary of the data collected and analyzed during the...

Describes the Language-Content-Task (LCT) framework, which highlights three areas of academic literacy around which teachers organize their sheltered English instruction. Used the LCT framework to examine instruction in middle school social studies classes. (Author/VWL)

This study was conducted to evaluate the reliability and validity of The Sheltered Instruction Observation Protocol (SIOP). The SIOP is a 30-item instrument scored on a 1 (no evidence) to 7 (clearly evident) Likert-type scale. The three subscales are Preparation, Instruction, and Review/Evaluation. The protocol was administered to four experienced...

The population of limited English proficient students is growing. Some of these students also lack core academic skills and knowledge in their first lan- guage. To assist recent immigrant students, newcomer programs have been implemented. This article describes the rationale for such programs, types of programs available, and their various features...

ELLs come from diverse backgrounds; some are more proficient than others academically and linguistically. One approach to help teach this group of students is sheltered instruction, a strategic way to make subject matter con cepts comprehensible while promoting English language development. Ways to recognize, evaluate, and implement quality shelter...

This report looks at programs and approaches for educating students from diverse linguistic and cultural backgrounds. It is intended as a guide for decision makers in schools and school districts to help them identify the instructional approaches and programs that would best serve their students, meet their goals and needs, and match local resource...

The book offers an international collection of best practices that address the particular interests and demands of English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) teaching at the secondary school level. It includes instructional activities that are created by ESL and EFL teachers and are classroom-tested and student-appro...

A project to develop an explicit model of sheltered instruction that teachers can use to improve the academic success of their limited-English-proficient (LEP) students is described, focusing on the development of an observation tool for use in the study. The Sheltered Instruction Observation Protocol (SIOP) provides concrete examples of the featur...

This directory profiles 60 secondary school programs designed to accommodate the educational needs of immigrant students with low level English and/or native language skills, and often a background of limited formal schooling in their native countries. Most are intended as transitional programs, attended until the student can be placed in the regul...

This paper reports a study that examined the academic language of middle school social studies education, as found in textual and classroom discourse, and the instructional practices effective in guiding students to accomplish academically and socially meaningful tasks. It involved classroom-based research, analysis of textbook discourse, classroom...

The report details a study of ways in which classroom teachers can promote language minority students' academic linguistic competence in English, develop and implement social studies lessons that are sensitive to the cultural and educational backgrounds of language minority students, and help these students adapt to the school-based culture. The st...

This article reports on findings from the first phase of an ongoing research project that is investigating English language learners in middle school social studies classrooms. This phase examined the academic language of American history classes and implemented a series of lessons designed to integrate language and content objectives with the deve...

Integrated language and content instruction has become a popular alternative to traditional ESL instruction. Researchers have recommended this instructional approach to develop students' academic language ability and facilitate their transition to mainstream classes. Practitioners have also favored this approach for several reasons: to prepare stud...

As students with limited proficiency in English transition from English-as-a-Second-Language or bilingual education classes to mainstream classes, they are usually first enrolled in physical education, art, and music classes, and then math or science classes. Later, these students are placed in the more challenging mainstream social studies courses...

The manual is addressed to teachers, administrators, and teacher trainers helping students learn through a non-native language by integrating language and content. This audience may include English-as-a-Second-Language, bilingual education, or content (e.g., science, math, social studies) teachers with limited-English-proficient students in element...

We have a groWing number of adolescent English language learners in the United States who need specialized support to learn academic English and to be successful in high school. According to the 2000 U.S. Census, 1.5 million adolescents who were in grades 6-12 were not proficient in English. Fifty-seven percent of these students were second- and th...

schools is problematic with a dramatic, lingering divide in achievement between Caucasian students and those from culturally and linguistically diverse groups (California Dept. of Education, 2004; Siegel, 2002; Snow & Biancarosa, 2004). Part of the reason for the achievement gap is that many teachers are underprepared to make content comprehensible...