Why Is The Siop Model Effective

ELL stands for English Language Learners and are often students from countries which do not speak English that come to school to learn not only the regular content that a school teaches but also the English language. One of the many issues teachers face in helping students learn the content in class is the challenge of integrating the students’ native language along with the content of the lesson. Studies have shown that “3 years of exposure to English is not long enough for all individual ELLs to catch up to their monolingual peers for all subdomains of language” (Paradis, 2016). To properly teach ELL students both content for subjects as well as the English language teachers need to help integrate English and the students’ native language

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

This practice allows teachers the opportunity to gauge how much practice ELL students actually receive with speaking English in “real life”. Teachers who have participated in Shadowing programs have noted an oral deficiency in ELLs’, but have also noted that ELLs sit silently through their classes, not interacting with other students or with their teachers. Soto, an associate professor of education at Whittier College in California indicates that English-language learners spend less than 2 percent of the school day improving their academic oral language, even though it’s a critical foundation of literacy (Soto, 2014). As indicated, based on the results of this pilot program, participating teachers will plan together, how to provide more opportunities for “academic talk”, to include ELL students, during classroom activities. School administrators will also tailor, teacher development training programs to instruct teachers on how to be more inclusive of all of their students during classroom discussions and to be sensitive as to whether ELL students would benefit most by practicing the language relating to particular content areas or whether the focus should be placed more on conversational English skills (Heitin, Liana 2011). Additionally, teachers will be instructed to ensure that needed practice occurs in settings which will best facilitate ELL learner’s individual needs (e.g., some ELLs may learn better in small group discussions and others may

Strategies for this SIOP lesson were chosen after viewing the content and language standards as well as using the language acquisition theories. The strategies chosen were technology, drawings, acting out parts of books, sharing feelings and past experiences, scaffolding, collaboration, graphic organizers, re-writes and Author’s chair. All of these strategies promote second language

Growing up in an incredibly diverse area, I completely overestimate the availability of ESL (English as a second language) and ELL teachers. Because all ELL students do not have access to such help, educators can do well to make a personal effort to reach out to their ELL students. By making a personal effort to connect with ELL students, educators can better understand how to help them get the most out of their education. Giving them special attention will not only help them succeed but also make them feel more comfortable and welcome. Educators could go above and beyond by making special copies of homework assignments for students that feature both English and the students first language. This way they will no doubt understand what is being asked of them, but also learn new words at the same time! Another way educators could show a personal effort could be by making time to work with the students outside of classroom time, further explaining anything that was taught

The most significant aspect of sheltered instruction is that instruction is different from regular instruction but is on grade level and appropriately challenging (Wright 92). The teacher has established that the lesson is a SIOP History Lesson for newcomers. The SIOP model identifies 8 components that help in implementing an effective lesson. (Preparation) The language and content objectives seem pretty clear. Not very challenging but clear. Students will be able to describe the characteristics of Tainos. They will also read and use graphic organizers to take notes on reading. (Building background) The idea here is that you build on student’s prior knowledge. Using the KWL chart does help build on the student ‘s prior knowledge. I guess

After reading Conlin and Daniel’s (2015) impression of the SIOP Model, they make strong arguments to highlight the strategic flaws and need for improvement; such as, “the model focuses heavily on the teachers’ actions, rather than on the students’ ideas” (p. 172). When I read that statement, I realized how I took the information I learned about the SIOP Model based on the research conducted by Echevarria, Vogt, and Short (2016) at face value, without considering alternative viewpoints. However, now that I read a different perspective, I respect the studies on both sides of the spectrum.

ESL students are at higher risk of academic failure (Correll, 2016; Hernandez, Denton, & Macartney, 2008) and are further expected to be arrested or put in prison than native English speaking students (Correll, 2016; Garcia & Cuellar, 2006). Consequently, the need for teachers to be adequately prepared for recognizing and affirming ESL students’ cultural and linguistic backgrounds and abilities is critical as teachers provide appropriate instructional accommodations (Correll, 2016). To prepare teachers to educate ESL students, educational leaders continue to grapple with implementing effective teaching practices. Significant academic achievement gaps persist between ESL students and native English speaking students (Correll, 2016; Goldenberg, 2010; Short, Fidelman, & Lougit, 2012; Coady, Harper & De Jong, 2016). The adoption of national curriculum standards by most states, the passage of No Child Left Behind (2001) legislation, and increased measures of school accountability at the state level have resulted in a greater focus on the literacy and language development of ESL students. Preparing ESL teachers who can meet the language and literacy needs of ESL students is critical as it is likely that children who do not speak English fluently will be enrolled in these teachers classrooms (Correll, 2016). Yusof, Lazim, and

The SIOP model is effective because it allows educators to put the practices they know to better use. It consists of eight components (as seen above) which I and most educators have been introduced, practiced, or seen before.The first component of the SIOP model is preparation which involves creating lessons, language/content objectives, and including any adaptations needed. By allowing educators to plan ahead and think about the objectives and adaptations of a lesson, students are more likely to succeed because the lessons and well planned out before the delivery of the lesson. According to Echevarria (2017), in SIOP lessons, "language and content objectives are systematically woven into the curriculum of one particular subject area"(p.20).

The first feature is the expectation that teachers are already accomplished in their own right and recognized as effective instructors of LEP students. In other words, are these teachers clearly engaged in the act of teaching, are they providing adequate scaffolding and other instructional methods to ensure these students’ success in not only language proficiency, but also in reading and mathematics (Tikunoff, 1985). There is a certain commitment to quality, resolve, fortitude and training that all educators must possess. Another aspect of this feature is that teachers communicate effectively in a manner that is clear and concise when providing directions or describing tasks; in most cases this involves modeling the activities and providing substantial feedback to the students as well (Echevarria, Vogt, & Short 2012). Teachers must have control of their own knowledge level when it comes to bilingual education. For instance, do they understand the importance of allowing enough time for LEP students to process the question, think, and then provide an answer in English? Do these teachers understand that students with strong native language literacy are most successful in their second language literacy, in this case English? Lastly, do teachers know that it is okay for students to use their native language in their learning, such as for clarification, confirmation, learning a new concept, or gathering information? In many of the district’s classrooms, the answer would be a

One of the most important factors in the classroom is the volume and quality of oral language use that the teacher promotes. Children who are learning ESL (English as a Second Language) oral language skills can be improved by giving them frequent opportunities to participate in structured academic talk with peers and teachers who speaks English well that they can mimic and copy from. Unfortunately, in most classroom the opportunities for deliberate rich verbal communication between teacher and students are very rare, especially with bigger classes and the demand for strict curriculum.

The purpose of this paper is to explore the methods are used in an Adult English as a Second Language (ESL) classroom. I am interested in what types of activities facilitate students’ understanding, make students comfortable, and encourage student participation. I chose to concentrate on this aspect of second language (L2) learning because as a future teacher, I believe it is important to be mindful and use activities and interactions that appeal and are beneficial to all students. This study made me more aware of the interactions and activities used in the classroom. In order to narrow down the investigation, the following three research questions were formulated:

There are three main goals in teaching English as a second language. These goals are: To use English to communicate in social settings, to use English to achieve academically in all content areas and to use English in socially and culturally appropriate ways (Short, 2000). With these goals in mind, language proficiency standards (LPS) have been developed to help insructors achieve the highest level of ESL instruction.

To teach English as a second language successfully, an ESL teacher needs to engage students in various kinds of activities to improve students’ reading and reading abilities, as well as offer more activities to practice their speaking and listening abilities. He/she needs to teach students skills, strategies, and other knowledge and consider other important issues that may affect their English language learning. Firstly, the teacher needs to design a curriculum that includes various kinds of knowledge based on students’ levels. For students who just started to learn English, the curriculum might focus on developing students’ abilities in decoding words and teach them how to spell words. For middle school students, I might offer more reading and writing activities and help them develop their vocabulary. Also, the teacher had better use various kinds of scaffolding strategies in the class to accommodate the needs of ELLs’. He/she can use visuals and realia to help students visualize complex concepts. And they can use graphic organizers to help students figure out the important ideas of the reading materials.

By the end of my lesson, I will drive them to communicate slowly so that their articulation will be clearer and more precise. Similarly, I will help my ESOL students to make a superior advance by motivating them to talk more often with their native speaker classmates and to watch and listen just the target language. I’m going to tell them what they do satisfactory and give them some advice on what they need to work on. My main goal when dealing with these students will be to support their confidence in the classroom. I will arrange a set of distinctive instructional media and methods to help them learn the terminology and the ideas that are being communicated. I will never allow them to consider that they are less important than someone else in the classroom.