In Content-Based language learning, teachers use instructional materials, learning tasks, and classroom techniques for academic content areas as vehicles for developing language.

Emphasis is on developing language while an academic subject area is employed.

Language development takes precedence over the academic subject content, although the acquisition of science, social studies, and/or mathematics subject content takes place simultaneously.

Language arts skills such as listening for details, or oral reporting and comparing/contrasting and/or organizing information by using charts, diagrams, or tables are developed by means of the subject matter content.

New vocabulary is acquired and language inference problems are addressed

Oral language as well as reading and writing skills are emphasized in this type of approach.

This approach benefits second language learners because language development is stressed at the same time that students are acquiring knowledge in academic subjects.
 

In the Sheltered English Approach second language learners are taught subject matter content entirely in English.

Emphasis is on teaching subject matter content skills and concepts such as those specific to mathematics, science, social studies, and history.

Students develop language skills while being engaged in cognitively demanding and grade-level appropriate material.

Teachers must employ second language acquisition techniques in order to ensure comprehension.

The name "sheltered" English is given because the teachers use sheltering techniques such as simplifying the language employed, adapting textual material, and introducing and reinforcing new vocabulary throughout the units of instruction.

Sheltered instruction is most effective for students who have already achieved intermediate English language proficiency. This type of program is found mostly in secondary schools