“Another factor in the success of French immersion, Krashen postulated, was the exclusion of native-French-speaking students. The linguistic composition of the classroom, restricted to second language learners, made teachers constantly aware of the need to shelter their French to make… — James Crawford Copy Share Image
“Immersion teachers adjusted their use of French to make it accessible to students. They did this through careful choice of vocabulary, syntax, pacing, and intonation, and by avoiding needless complexity, making points directly rather than elliptically, and adding redundancy. Other… — James Crawford Copy Share Image
“conscious learning remains the method and goal of skill-building models. To the extent that students acquire any language at all in such classes, Krashen… — James Crawford Copy Share Image
“the federal Institute of Education Sciences reviewed these studies and found all of them lacking—that is, none could “establish that the comparison group was… — James Crawford Copy Share Image
“It is unnecessary, he added, to pressure students to produce speech or writing in the second language before they are ready, because “output” contributes… — James Crawford Copy Share Image
“skill-building” approaches, which feature explicit instruction in the formal aspects of language, have a poor record of success. Hence the dismal results of most… — James Crawford Copy Share Image
“Teachers needed to emphasize the message, not the medium. Ideally, the curriculum should be so engaging that students would forget which language the teacher… — James Crawford Copy Share Image
“not focusing on language turns out to be an effective way to teach language in sheltered classrooms, especially the kind of academic language that… — James Crawford Copy Share Image
“Nevertheless, in the field of second and foreign language teaching, behaviorist pedagogy—i.e., direct instruction in various forms—maintains a large following, which seems to grow… — James Crawford Copy Share Image
“Third, the Comprehension Hypothesis, on which Krashen’s concept of sheltering is based, holds that input is what matters in second language acquisition—not output. As… — James Crawford Copy Share Image
“educators of English learners should be well-versed in theories of second language acquisition and in methodologies such as sheltering and scaffolding. Their work should… — James Crawford Copy Share Image
“it’s hard to imagine a more tedious approach, practically guaranteed to deaden the enthusiasm of 12-year-olds.” — James Crawford Copy Share Image
“Krashen’s insistence that a sheltered classroom consists of second language learners only.” — James Crawford Copy Share Image
“Scaffolding is applied in this context, not to engage students through authentic and meaningful activities, but to transmit a designated set of skills and… — James Crawford Copy Share Image
“SIOP’s authors never explain the benefits of standardization; yet standardization was clearly their intent. They say they first conceived of SIOP “as a research… — James Crawford Copy Share Image
“SIOP Feature 21 requires activities that integrate all language skills (reading, writing, listening, speaking)—that is, forced output in English for all students, beginning at… — James Crawford Copy Share Image
“sheltered classes are for intermediate [language learners], not beginners.” The reason should be obvious: “It is extremely difficult to teach subject matter to those… — James Crawford Copy Share Image
![“sheltered classes are for intermediate [language learners], not beginners.” The reason should be obvious: “It is extremely difficult to teach subject matter to those who have acquired none or little of the language. Beginners should be in regular ESL, where they are assured of comprehensible…” quote by James Crawford](https://sms4smile.com/quotes/img-quotes/e0e/james-crawford-19158_language-learners_sheltered-classes-are-for-intermediate-l_1560328.jpg)