High School Students’ Perceptions of Best Strategies for Developing English Language Proficiency: A Comparison of Sheltered English vs. English-Only Instructional Models

Abstract

This study investigated English language learners’ perceptions of their experiences in sheltered English classrooms vs. mainstream English only classes in a southeastern high school in the United States. Participants were all Hispanics from six Spanish speaking countries from South America and the Caribbean. They arrived in the US after their parents had already established previous residence in the US for a number of years. Based on student demographic records, most participants were in their early teens and, by self identification, were qualified to enter or continue high school in the US. They seemed to have received little prior instruction in academic English in their native countries; however, they showed they were on grade level for academic skills in reading and writing in their first language. They tended to be marginally fluent in social English upon arrival to the US.

This study gives voice to students’ perceptions of the effectiveness of educational approaches for developing English language proficiency. Quantitative results revealed that the students preferred a sheltered English teaching approach over mainstream classrooms, as the students perceived sheltered instruction (with scaffolding as instructional support) as a means to develop the English language skills needed to succeed in college. Additionally, when interviewed, students stated that the sheltered English program helped ease their transition into the U.S. high school academics. They claimed that the sheltered classes provided a supportive environment and affirmatively recognized the student’s native language and cultural heritage.