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Effective SEI Strategies and the Role of Cultural Influences in Learning
Introduction
Sheltered English Instruction (SEI) is a teaching approach designed to make academic content understandable for learners who are developing their English proficiency, while also supporting English-only students. In diverse classrooms, students come from different cultural and linguistic backgrounds, which can shape the way they process and use language. This essay explores five key SEI strategies that can support both English learners and native speakers, and considers how these strategies can become more effective when informed by theoretical principles of language acquisition.
Strategy 1: Scaffolding Through Visuals and Real-Life Examples
One of the most effective SEI strategies is the use of visuals, diagrams, and real-world examples to support comprehension. For instance, when teaching a science lesson, using labelled diagrams or short video clips allows students with limited English proficiency to understand key concepts without relying solely on text. Visual scaffolding also benefits English-only students by reinforcing memory and improving understanding. The principle of comprehensible input, highlighted by Krashen (1982), underpins this strategy, as visuals help learners access meaning without being overwhelmed by language barriers.
Strategy 2: Cooperative Learning and Peer Interaction
Group work and peer interaction play a central role in SEI. By encouraging pair discussions, group projects, or peer tutoring, students can practise language in authentic and supportive contexts. For English learners, this creates opportunities to develop conversational fluency, while English-only students benefit by learning to articulate ideas clearly and collaborate across differences. Vygotsky’s theory of the Zone of Proximal Development (1978) supports this, showing that students progress faster when they interact with more capable peers.
Strategy 3: Building Academic Vocabulary in Context
Academic vocabulary is often a barrier for students who are learning English. SEI strategies focus on pre-teaching key words, using word walls, and encouraging repeated exposure in meaningful contexts. Teachers might use graphic organisers to connect new terms to familiar concepts. This aligns with Cummins’ theory of Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) (1979), which highlights that while conversational English may develop quickly, academic English requires structured and consistent support.
