The growing numbers of English language learners (ELLs) in U.S. schools require specialized instruction in order to succeed academically and become proficient in English. Sheltered Instruction Observation Protocol, commonly known as SIOP, is one method of providing that instruction. SIOP is the product of several research studies conducted over the past fifteen years by two researchers, Dr. Jana Echevarria and Dr. Deborah J. Short (Echevarria, Short, & Powers, 2006) and is a method to help ESL and content teachers meet the needs of their linguistically diverse students. Although originally developed as an observation rubric for researchers to determine the degree of implementation of important sheltered instruction features in ESL lessons (Echevarria et al., 2006), SIOP has become an instructional model for English language learners (ELLs) that focuses on the simultaneous teaching and learning of academic content and language (Vogt & Echevarria, 2008). This paper will examine the reasons SIOP was developed, the basics of the SIOP model including ideas for classroom integration, and the benefits of using SIOP instruction with ELLs.
Why was SIOP developed?
Changing Demographics
The number of ELLs being educated in the United States has increased dramatically. Although total enrollment between the 1993-1994 school year and the 2003-2004 school year rose by only 10%, the number of school-age ELLs increased by 100% (Short & Echevarria, 2004), and researchers predict that by the year 2030, 40% of the school-age population will be ELLs (DelliCarpini, 2008). This rise in school-age ELLs can be attributed to the increasing immigrant population in the U.S. (Echevarria et al., 2006). Although 75% of all immigrant children reside ...
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The purpose of this study is to figure out which ways experienced teachers work best with culturally and linguistically diverse students. This study illustrates which strategies experienced teachers have found to work best. The diversity in school in the United States has increased each year. This means that there are an increasing amount of students who are learning English, English language learners (ELLs). This article comes from the perspective that each child should be taught to their specific needs. All students deserve a fair chance to learn. Fair means that every student is treated differently, not equally. Every student learns differently. In order to give every student a fair chance at learning, you must teach them according to their needs. An experienced teacher, Tiffany, describes her experiences working with culturally and linguistically diverse students. This study watches her methods and discusses what works based on data analysis of the success of her students.
Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective Instruction for English . Future Of Children, 21(1), 103-127.
Because America is such a diverse country, public schools are faced with the challenge of providing students from all over the world with a quality education. As Chen points out “public schools have embraced the linguistic challenge presented by immigrant students” (¶1). Then, No Child Left Behind law was approved, and it required every public school should have an English Secondary Language (ESL) program that will provide the “academic support” for English Language Learners (ELLs). ELL parents are happy that their children are getting education help from the school, but it has raised the question of how successful are the ESL programs? Do ESL programs provide enough “academic support” to all ELL students? Do ESL programs have enough tools to help students learn English? Some ELL parents complain that ESL programs do not help their child learn English. A successful ESL program is not based solely on the test scores, but also the ability to connect parents, teachers, and students together to strengthen tools that will help ELL students to learn a new language in reading, writing, and speaking.
...odel minority stereotype contributed to Keltner and Lily struggle with schooling by heightening parental “education fever” and increase academic as well as emotional burdens on Keltner and Lily who were already struggling with learning. Lily and Keltner stories suggest that each family or child should be understood in their specific learning contexts. Educators need to understand an individual child’s lived experiences and addresshis/her psychological and educational needs so that they can achieve his/her own success. Schools and policy maker can help educator to do so by developing appropriate curriculum that is oriented to ESL students, rather than using mainstream curriculum that does not fit the needs of ESL learners. Training teachers to implement classroom strategies that aim to understand students’ individual needs and foster students’ school home connection.
English language learners are at different levels of proficiency. Listening, reading, verbal, and writing skills of ELLs will require a variety of instructional levels to meet their varied needs. Understanding the knowledge, skills, and abilities of the learners, will enable the teacher to develop lesson plans that meet and challenge the skill levels of each student. Writing is one of the most productive activities for ELLs (Saville-Troike, 2012). Writing is a common method for testing knowledge and is used frequently for academic
Immigration played a large part in public education. With so many children immigrating to America for an education, schools were being packed with students. However, many of these students were not going to school and instead were working in
Roughly 65,000 immigrants graduate from high school each year.The population of immigrant children in the United States grew by 51 percent between 1995 and 2014, to 18.7 million, and 1.4 percent of the student k-12 are illegal immigrants. President Obama offered protection from deportation to millions of people. Children of illegal immigrant are entitled to a public education. More than 1 million immigrant children without legal status reportedly live in the United States. Children of illegal immigrants should be accepted in the school because children emigrate from their country for a better life and good education, school is very expensive in others country, and children want to learn another language and new cultures.
Professional Development through Democratic Supervision. McNair, D. E. (2011). Developing a philosophy of supervision: One step toward self-authorship. New Directions For Student Services, (136), 27-34. doi:10.1002/ss.411 Segerholm, C. (2010).
Chapters seven, eight, and nine of Sheltered Instruction Observation Protocol (SIOP) were very helpful. I feel comfortable in my teaching ability and understand I have a lot to learn. There are many things that made me feel more comfortable that were established through the SIOP model. SIOP has proven to be an effective model for teaching students English proficiency.
An educator that “provides instructional strategies that support additive bilingualism enhances Cognitive Academic Language Proficiency and subject matter comprehension” (Otaola, 2008, pg. 6) will make ELL students successful. Students th...
An important intervention for English Learners is the Sheltered Instruction Observation Protocol model, also referred to as the SIOP model. This intervention is used primarily in subject matter lessons, such as math, history, or science, in which the majority or all of the students are English Learners. It uses techniques that allow the materials to be accessible and better understanding to English learners and at the same time the students continue to develop their English (Short, Echevarría, & Richards-Tutor, 2011). The SIOP model includes eight components: lesson preparation, building background, comprehensible input, strategies, interaction, practice & application, lesson delivery, and review & assessment (Echevarria, J., Vogt, M., & Short,
...l survival in our society. I work as a counselor each summer at a sports camp in Philadelphia, and each summer I encounter very intelligent students who are placed in lower tracks or labeled as ìlearning deficientî because of their language. This disturbs me because as a speaker of both Black Vernacular speech and Standard English, I know that students can learn to use Standard English just as I have. Unfortunately, many students are not privileged enough to have the same educational opportunities that I was given by my parents, therefore, it is my responsibility to teach these students Standard English the way that I have been taught. But I must learn more about teaching students and dealing with the issues that plague the educational system, and I am looking forward to receiving more of this knowledge during my pre-student teaching and student teaching experiences.
How can I, as an educator, help Spanish-speaking, English Language Learners, become more comfortable with the English language, academically, and socially? Providing students with ample, high quality books that they can relate to is a key step to answering this question. The books chosen to help answer the inquiry topic would be useful for a wide range of grades, from kindergarten to fifth grade. I chose these books to show that high quality books can be implemented throughout grades to help any students at any level.
English language has been rated as one of the most important international languages nowadays. It has been found at primary levels around the world. Teaching English as a foreign language is not an easy task and need a lot of hard work, especially for young learners. However, starting earlier is not the solution for producing better English speakers. EFL teachers of young learners have to follow some strategies and techniques to understand and teach young learners better. YL Students who aged 5-12 can not spend two or three hours sitting on chairs and listening to teachers lectures as adults do. They lose interest more quickly and less able to keep motivated on tasks for long time because these students have short attention spans and are easily distracted. YL Students will be usually learning very basic material but a skillful teacher has to design creative lessons that get students attention and participation during the class, such as moving around and speaking with one another. Interacting with each other improves their communication skills and even building confidence in using the language. In addition, young learners are generally very enthusiastic at this level about songs and games. In order to encourage everyone to participate, it is important to include your sessions with different types of songs and active games to make the lessons relaxed and fun. The teacher should be able to create different activities to encourage and activate students that everyone can enjoy learning in.
Syrja, R. C (2011). How to reach and teach English language learners: Practical strategies to ensure success. San Francisco: Jossey-Bass.