Language Learning in Sheltered Social Studies Classes

By D. Short. TESOL journal, 2002

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12. CONTENT-BASED INSTRUCTION: PERSPECTIVES ON CURRICULUM PLANNING (2004, methodology): “The intersection of the three domains of the LCT framework provides “the glue for students to pull together their knowledge of language, content, and task so that they can participate actively in the academic classroom” (Short, 2002, p. 20).”
From Preservice to Practice: Mainstream Elementary Teacher Beliefs of Preparation and Efficacy with English Language Learners in the State of Florida (2011, background): “Numerous studies have reported that many mainstream teachers, particularly at the secondary level, consider language teaching to be the instructional responsibility of the ESOL teacher (Constantino, 1994; Penfield, 1987; Short, 2002; Walker, Shafer, & Iiams, 2004).”
Preparing Mainstream Teachers for English-Language Learners: Is Being a Good Teacher Good Enough?. (2005, background): “By understanding the linguistic demands of the content areas, teachers can purposefully attend to the underlying " linguistic register " (Short, 2002, p. 20) of their discipline.”
The effects of biliteracy instruction on morphological awareness (2013, background): “Much of the research on teacher collaboration in language education has focused on collaboration between content and language specialists, bringing to the fore various challenges in this regard (e.g., Arkoudis, 2006; Creese, 2002, 2006; Short, 2002).”