From theory to practice : the realities of a pilot sheltered English course

Abstract

This ethnographic case study examined the progress of a pilot sheltered academic English course over an eight-month period. The purpose of the study was three-fold: to identify aspects of the grade 12 sheltered English course that made it unique and different from a mainstream grade 12 English course; to identify changes that students in the sheltered course experienced with respect to English proficiency, confidence in their use of English in an academic environment, attitudes towards learning and using English, use of learning strategies; and finally, to show how these international students and the sheltered English teacher evaluated the course.

Seventeen students participated in the study which consisted in part of questionnaires administered at the beginning, middle and end of the study. The data obtained from these questionnaires focused on background information, learning styles, attitudes and feedback on the sheltered English course, as well as their other content courses. The students also completed a test of English proficiency at the beginning and at the end of the study. In addition, the researcher acted as participant observer in the sheltered English course on a regular basis during the last three months of the study to gather further information about the implementation of the course. The teacher of the sheltered course was interviewed at the beginning, middle and end of the study to elicit her views on the planning and delivery of this pilot course.

The findings indicated that over the eight month period, students made gains in their overall English proficiency and also were more confident in using English in an academic environment. The students positively evaluated the course, indicating that reading and writing were the areas in which the sheltered course assisted them the most. (Abstract shortened by UMI.)