http://files.eric.ed.gov/fulltext/EJ937173.pdf Ludhra, Geeta, & Jones Deborah (2008) Conveying the “right” kind of message: Planning for the first language and culture within the primary classroom. English Teaching: Practice and Critique Volume 7 (Number 2) pp. 56-70. http://files.eric.ed.gov/fulltext/EJ832208.pdf
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).
Scanlon, D., Deshler, D. D., Schumaker, J. B. (1996). Can a strategy be taught and learned in secondary inclusive classrooms? Learning Disabilities Research & Practice, 11 (1), 41-57.
The Language-rich Classroom: A Research-based Framework for Teaching English Language Learners. ASCD. Huebner, T. A. (2009). Small-group intervention for ELLs.
Journal of Adolescent and Adult Literacy, 53(1), 38-48. Watts-Taffe, S., & Truscott, D. (2000). Using what we know about language and literacy development for ESL students in the mainstream classroom. Language Arts, 77, 258- 265. Yoon, Bogum (2007).
(2006). Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research, 10(4), 361-392. Simard, D., & Jean, G. (2011). An exploration of l2 teachers' use of pedagogical interventions devised to draw l2 learners' attention to form.
The Reading Teacher, 62, 580-589. Rothenberg, C., & Fisher, D. (2007). Teaching English language learners: A different approach. New York: Pearson. Silverman, R. D. (2007).
To be honest, I didn't know very much about the legal status and specific methods involved in bilingual education. Researching bilingual education helped me develop a broad understanding of the controversy and sufficient knowledge to be able to defend which method I think is the most effective. The biggest challenge in presenting my argument was focusing on a topic, because bilingual education is a broad topic with many ramifications. After considering many possible angles, I finally chose to write about two-way bilingual education because it is an effective method that has not been implemented very frequently in the educational system. The front doors of Chamberlain Elementary School in Goshen, Indiana are plastered with advertisements for GED courses for Spanish speakers and bilingual memos reminding parents of the upcoming parent-teacher conferences.
Rivera-Mills, S. V. & Plonsky, L. (2007). Empowering students with language learning strategies: A critical review of current issues. Foreign Language Annals, 40, 535-548. Spada, N. & Lightbown, P. M. (2008). Form-focused instruction: Isolated or integrated?
In Reading for Meaning: Fostering Comprehension in the Middle Grades. Teachers College Press. Wilhelm, J. D. (2002). Show me, help me, let me. In Action Strategies for Deepening Comprehension: Role Plays, Text Structure Tableaux, Talking Statues, and Other Enrichment Techniques That Engage Students with Text (pp.