ESL Vs. Sheltered Instruction

The main difference between English as a second language and sheltered instruction is that sheltered instruction does not focus entirely on language development; instead, through comprehensible content such as Language arts, math, science, social studies, art, music, physical education, and other grade level content areas, English proficiency is attained. In sheltered instruction, teachers simplify the language without watering down the content, and use scaffolding strategies to communicate meaningful input in the content area to ELLs (Wright, 2015, p. 92). Wright (2015), states that “the main purpose of ESL instruction is to enable Ells to develop their proficiency in English by mastering the skills of listening, speaking, reading, and writing to the extent that they are able to use the English language appropriately and effectively for
90). According to the LPAC framework manual (2017-2108) it states that English as a second language instruction emphasizes the mastery of English language skills, as well as mathematics, science, and social studies, as essential parts of the academic goals for all students to enable ELLs to participate equitably in school (pg. 15). Overall the difference between ESL and sheltered instruction is that these two instructional methods have different educational goals; ESl’s goal is communicative competence for social and academic purposes while sheltered instruction’s goal is content area knowledge and skills (Wright, 2015, p. 94).
The differences between transitional bilingual early/late exit programs and dual language programs is that these two programs have