The Sheltered Instruction Observation Protocol and Critical Pedagogy: Foundations for Critical Practice with English Learners
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2021
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Swarthmore College. Dept. of Educational Studies
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en
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Full copyright to this work is retained by the student author. It may only be used for non-commercial, research, and educational purposes. All other uses are restricted.
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Abstract
In the United States, K-12 students face a wide range of challenges emanating from
persistent and systemic issues, particularly racial and class-based inequalities. For example, the
COVID-19 pandemic has both demonstrated and deepened these racial and economic
inequalities: in the disproportionate death rate of black and Latino people, as well as the rise in
unemployment and economic insecurity. Individual students are affected by these global and
national issues at the micro level of schools, work, and family, among other settings. Education
alone will not solve issues such as economic inequality and racism — in fact the educational
system as it stands contributes to the social reproduction of these inequalities (Anyon, 1980).
However, teachers who take a critical stance on the lives of their students outside the school, on
students’ potential in the many domains of their lives, and on the purpose of their instruction
may succeed in guiding students both to excel academically and to question and act to challenge
the issues that directly impact their lives (Shor, 1996; Alegria, 2014). Given these possibilities of
a critical orientation to teaching, this thesis seeks to elaborate on possible applications of critical
pedagogy to an existing and popular instructional method for English learners.