Ringler Marjorie C., O'Neal Debra, Rawls Jana, Cumiskey Shelia

Abstract：In rural eastern North Carolina, the rapid growth of English Learners (ELs) unintentionally makes mainstream classrooms sheltered instruction classrooms. Sheltered instruction is content-based instruction (CBI) where ELs acquire language while learning content. In addition to ELs, this region has a high number of Standard English Learners (SELs). SELs are native English speakers whose dialects are nonstandard and whose home languages differ structurally from academic English. A yearlong professional development used sheltered instruction to focus on academic language proficiency. A local university, two principals and 14 teachers partnered and participated in this weekly professional development. Data were analyzed using Guskey's (2000) framework for evaluating professional development. Findings indicated that when sheltered instruction was implemented with fidelity, teachers' perception of the principal changed from a manager to an instructional leader, content teachers became teacher leaders, instruction focused on academic language proficiency; and there was evidence of academic growth for low achieving students.

Keywords：academic language proficiency; instructional leaders; Principal professional development; school-university partnership; sheltered instruction

总结：

1、在北卡罗来纳州东部的农村地区，英语学习者（简称ELs）的快速增长在无意中使得主流课堂受到了教学课堂的庇护。培训教学是基于内容的教学，英语学习者可以在培训教学中获得语言学习。除了英语学习者，这个地区有大量的标准的英语学习者（简称SELs）。标准的英语学习者以英语为母语的方言是不标准的，其家庭语言结构与学术英语不同。

2、培训教学为期一年的专业发展关注于学术语言水平。一所当地大学，两位校长以及十四位教师合作并参与到了这个每周一次的专业发展中来。通过Guskey的框架对其专业发展评估进行了数据分析。研究结果表明，当培训教学完全实施时，教师对于校长的看法有所改变，从一个管理者变成了一个教学领导者，从一个内容教学的教师变成了一个教师领导者，这时候的教学关注在学术语言能力上。

来源:Rural Educator. Fall2013, Vol. 35 Issue 1, p34-43. 10p.