Since SIOP is designed to make content comprehensible for English learners, sometimes there is a misconception that it is intended exclusively for ESL (English As a Second Language) or ELD (English Language Development) classes. After all, English learners are the students in those programs. Of course, SIOP is used in ESL/ELD settings, and students and teachers in ESL classes were part the original research through which the SIOP Model was developed. However, English learners are also in general education classes. So, SIOP is used in those classrooms by content teachers to help English learners access the core curriculum while, at the same time, they capitalize on language learning opportunities to improve English proficiency.
(To learn more about SIOP – and enter to win a free book– join a twitter PLC discussion of SIOP beginning March 25, 2019 #ELLchat_bkclub)
SIOP is used widely as a guide for effective lesson planning and teaching in a number of settings including the following:
- Preservice teacher candidates preparing to be teachers of second or multiple language learners. Many colleges and universities include SIOP in their teacher preparation programs so that all teachers are equipped to work effectively with English learners in their future classrooms. In other countries, SIOP is typically used with students who are preparing to teach ESL or EFL. It is useful for CLIL teachers as well.
- SIOP is particularly useful with individuals studying to become teachers because its research-validated protocol for observing and rating lessons provides a way for giving objective, specific feedback on lessons. The protocol can also be used by teacher candidates themselves to reflect on their lessons and figure out in which areas they need to improve. Their field supervisors can use it for data-based discussions after observations of the teacher candidates.
- Elementary classroom teachers and secondary subject area teachers who want to provide more effective instruction to English learners who are learning English and rigorous content simultaneously.
- English as a second language (ESL) and English language development (ELD) teachers who provide content-based ESL/ELD.
- Dual language and bilingual teachers who teach content through a non-native language. In dual language classes, teachers use SIOP to scaffold instruction for students when the language of instruction is not their home language, such as teaching in Spanish to native English-speaking students or teaching in English to Mandarin-speaking students. In bilingual classes, instruction in English is more understandable when SIOP is used to provide access to the content and develop English proficiency.
- English as a foreign language programs with students who are learning English for academic or professional purposes (EAP/ESP). Typically, in countries outside the U.S. SIOP is used in programs in which majority-language speaking students are learning content through a minority language.
In each of these settings, students benefit when teachers use a variety of proven instructional features for making the content understandable and also provide ample opportunity for practicing the target language.
SIOP has additional applications such as
- Teacher self-reflection tool– After a lesson is completed, teachers can reflect on how the lesson went, rate their own teaching using the protocol, and highlight components that need more attention. An effective way to do this is to videotape the lesson and then watch the lesson from the camera’s perspective. Much can be learned about your own teaching – and the behavior of students that may escape your attention while you were busy teaching the lesson!
- Observation instrument– The protocol is organized in a format that allows for observation of specific research-based practices. Observation may be done by peers, school administrators, or university supervisors.
- PLC focus – It is structured in a way that makes professional learning discussions systematic and manageable. If the PLC is a comfortable setting for teachers, they may choose to share videotapes of their classrooms for group feedback.
SIOP is used in classrooms of all grade levels and across all content areas. The model hasn’t changed since its original development although the professional development for teachers in the U.S. has been broadened. SIOP trainings include (see Pearson SIOP website):
- Teachers – training for content and language teachers explains the theory and research undergirding the eight components, demonstrates and provides practice in a wide range of student-centered instructional techniques that teachers can use in their classrooms, and guides them in SIOP lesson planning.
- Administrators – training includes information about the SIOP Model, how to support teachers using the model, and how the SIOP can have a positive impact on teaching all students, especially English learners and those with weak academic literacy skills.
- Instructional Coaches – training helps to develop effective SIOP coaches who assist teachers in improving classroom instruction.
- Inter-rater Reliability – administrators and coaches learn how to use the observation protocol to establish common benchmarks of effective classroom lessons and rate the quality of instruction and SIOP implementation in a consistent manner.
- Advanced SIOP Training for Teachers – training provides component enrichment through which educators deepen their understanding and implementation of one or more of the eight SIOP components.
Although the SIOP Model has eight components, it’s not a step-by-step approach. Rather, it is an integrated system for lesson planning and teaching that ensures that critical features of instruction in combination are present in every lesson. Further, it allows for natural variation in teaching styles and lesson delivery because SIOP is curriculum- and materials-neutral. It has been successfully adapted for use in a variety of educational settings and linguistic and cultural contexts worldwide.
Hope you will join the twitter discussion to learn more from expert SIOP practitioners and other participants.
Based on: Echevarria, J., Vogt, ME. & Short, D. (2017). Making Content Comprehensible for English Learners: The SIOP Model 5e. Boston: Pearson.