Review and Evaluation of the SIOP Model of Sheltered Instruction
in the Teaching of English Language Skills in the Church Schools in Tonga
Sister Glenna C. Boyce
In this brief review and evaluation first an overview of the sheltered instruction
and the development of the SIOP model will be presented. Next, our experience sharing
the SIOP model with teachers at Liahona and Saineha Middle and High Schools will be
summarized. Finally, a more detailed explanation of the eight SIOP components will be
given.
Overview.
Sheltered instruction appears to be one of the latest approaches to teaching
English language skills to English language learners (ELs). It appears to have grown out
of the content-based ESL instruction approach and was developed by ESL teachers in
conjunction with content (subject matter) teachers.
In sheltered instruction EL students participate in the regular content classes with
the teaching and objectives being delivered in such a way that the information is
comprehensible to them and they learn to speak, read, write, and listen in English. In sum,
the goal is to make the content comprehensible for English language learners.
Thus, the
learning of English language skills is integrated with the teaching of content. For example,
each lesson plan includes both content objectives (called content learning outcomes or
CLOs in Tonga) and language objectives (called language learning outcomes or LLOs in
Tonga). There is, of course, a real emphasis on vocabulary (i.e., age-appropriate knowledge
of the English language). The authors also strongly suggest that in order for ELs to be
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several minor changes, such as adding a few notes about the chapter on Practice/Application since we have
now taught this chapter.
successful they must also understand the “academic” language of the classroom. Learning
how to do academic tasks was a new idea for us; we had not thought of explicitly teaching,
demonstrating, and modeling them. Examples include generating the format of an outline,
negotiating roles in cooperative learning groups, interpreting charts and maps, etc.
Students must understand the teacher’s instructions in order to complete tasks correctly.
An English teacher at Liahona gave an example of the misunderstanding of simple
directions. She had asked the students to explain a paragraph after reading it. She noticed
that one boy wrote, “I liked this paragraph because…..He didn’t understand the meaning of
“explain”. Thus, teaching classroom, academic, or functional language(as it is sometimes
called in the text) is also emphasized.
Table 1.
Sheltered Instruction Model
ESL Standards
Listening in English
Speaking in English
Reading in English
Writing in English
How to Teach what Students Need
(SIOP)
Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
Content Area Standards
Grade level Standards
Country Standards
External Exams
Adapted from Echevarria, Vogt, & Short (2004)
The SIOP model of sheltered instruction was developed as a 7 year research
project funded by the U.S. Department of Education. It was developed cooperatively by
the researchers and middle school teachers in four large metropolitan school districts in
the U.S.
We think it was very important for them to involve actual teachers in a
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now taught this chapter.
participatory way. The team reviewed the literature for best practices in ESL and content
teaching and incorporated them into the SIOP model. As the authors state, “The SIOP
model shares many features recommended for high quality instruction for all students,
but adds key features for the academic success of students learning through a second
language.” (Echevarria, Vogt, & Short, 2004, p. 215). A protocol for evaluation of
teaching (to see to what extent the teacher is using the SIOP principles and strategies)
was developed. It can be used by the teacher to assess his/her own teaching or by others
who observe the teacher teaching. The protocol is composed of 30 items grouped within
the eight components that the SIOP model has determined to be essential to effectively
teach content and language skills to English learners. These eight components include,
(1) Preparation, (2) Building Background, (3) Comprehensible Input, (4) Strategies, (5)
Interaction, (6) Practice/Application, (7) Lesson Delivery, and (l8) Review/Assessment.
(Refer back to Table 1 and see the graphic organizers for each component later in the
paper).
The SIOP model has been tested by comparing the results of students’ writing in
classes taught by teachers who were highly trained in SIOP (experimental group) with
students’ writing in classes taught by teachers who were not trained in SIOP (control
group). The comparative research design included pre- and post-testing. Analysis of
covariance was used with pretest writing scores being used as the covariate. Results
demonstrated that English learners in sheltered classes with teachers trained in SIOP
improved their writing and outscored the students in control classes in the post-test. The
differences were statistically significant. Thus, the SIOP model has been demonstrated to
be effective.
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several minor changes, such as adding a few notes about the chapter on Practice/Application since we have
now taught this chapter.
The components we have taught thus far include practices that appear to be basic
to good teaching, as well as providing the teaching and experiences students learning
English need in order to learn content and language skills. For example, the ideas
presented in Lesson Preparation would help any teacher----to learn new ideas or to
reinforce practices they already are doing. One of the ideas, that of learning when and
how to adapt content, appears to be very important for teaching ELs. Other examples
follow.
We found the ideas presented in Building Background excellent and essential
because we firmly believe new concepts have to tie to previous understanding and
experience. For example, unless we tie the Tongan names to something we know we
cannot remember them!
The specific examples given in the Comprehensible Input
chapter seemed to really remind teachers of what they should be saying and doing.
Scaffolding is explained in the Strategies and Building Background chapters. I
knew about scaffolding from my child development study and felt that it made great
sense in supporting children’s learning appropriately. I had not heard about it in terms of
teaching in the classroom. If teachers can adopt this philosophical view that the student
is the active learner and their job is to support student efforts to learn until students can
become independent in a specific area, it will greatly benefit their teaching.
The information about using structured groups to learn and teach others, doing
specific tasks will help reduce student embarrassment in speaking English in front of
others. There is less threat in speaking to one or two others than in talking to a whole
class. Other effective ideas are discussed in the third part of the paper. They will
reinforce good teaching and provide many ideas/suggestions to try.
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several minor changes, such as adding a few notes about the chapter on Practice/Application since we have
now taught this chapter.
Our Experience.
In this section we summarize our experience in teaching the SIOP model at Liahona and
Saineha. In our classes with the teachers at Liahona and Saineha we have attempted to
teach the SIOP method, after having been introduced to it by teachers at BYU Provo and
Hawaii. We covered the first five components. The Liahona High School and Middle
Schools each adopted plans whereby teachers who had taken the SIOP course are
continuing to provide inservice instruction on the SIOP method. They are using the text
and video to do so. At Saineha we presently are on the third component and hope to
finish at least 5 components. The follow-up plan is yet to be developed.
We find the SIOP model with the text and accompanying video that shows
teachers demonstrating in actual classrooms each of the eight components to be a
workable approach to teaching English language skills. We feel strongly that all teachers
must teach English language skills because each content area has its own academic
language. We developed a work book of class activity ideas for teachers to use. Most of
the ideas came from a book that has been written to support the use of the SIOP
components. It is entitled, “Teaching Ideas for Implementing the SIOP Model” by Vogt
& Echevarria.
The text is academic reading; therefore, we have to adapt it. (We also struggled
to learn the “vocabulary of ESL teaching”.) There are many vocabulary words the
teachers don’t know. But the real life examples in the video and the scenarios in each
chapter give the teachers many practical ideas. By comparing three teachers in the
scenarios who are teaching the same content, it is easy to understand why some practices
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now taught this chapter.
work better than others. We realize there are other texts with excellent ESL teaching
strategies and that there is a great deal of overlap between ideas presented in the various
texts. As the SIOP authors stated, they did an extensive review of teaching practices and
included those they deemed “best practice.” For us as beginners in this field, it gave us a
way to begin and the videos and scenarios gave practical examples.
The schools here have adopted the idea that all teachers will teach English
language skills and language objectives have been added to the content objectives in the
lesson plans.
We hope that this English language learning initiative is carried on.
Otherwise, it will not have much effect, even though the teachers and administrators have
greeted it enthusiastically. We support the idea advanced by Brett Macdonald of having
teachers in the different content areas prepare and teach the SIOP model in relation to the
content they teach to other teachers in the South Pacific church schools who teach the
same content. We feel that the training would be more effective if the training (preservice and in-service) was conducted by faculty of the various South Pacific schools or
across the South Pacific schools. If the missionaries are in charge there will be stops and
gaps and we will not have the needed continuity.
Finally, we have learned that it is a very difficult task to teach a second language,
particularly the academic language needed to be successful in English speaking schools.
Students need many, many opportunities to speak and write their own thoughts,
summaries, comparisons of content concepts, etc. Teachers need to model speaking
English at all times at school; they need to encourage students continually; and they need
to provide many opportunities for students to speak in which they won’t be embarrassed
and will be willing to try speaking English.
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several minor changes, such as adding a few notes about the chapter on Practice/Application since we have
now taught this chapter.
Components of the SIOP Model.
In this section, the individual components are outlined. Refer back to Table 1 for
a listing of the eight components.
In the following we have tried to use graphic
organizers to explain each component, as we understand them.
Lesson Preparation. Lesson preparation includes six practices/topics, including writing
content and language objectives; identifying the key content concepts for the day; using
supplementary materials to support and contextualize learning; adapting content for
English learners when needed; and using only activities that are meaningful.
Figure 1.
Content & Language
Objectives
Content
Concepts
Lesson
Preparation
Supplementary
Materials
Meaningful
Activities
Adaptation of Content
Content and learning objectives are defined and discussed. Teachers are to
daily write clear and concise objectives. These are to be posted on the board each day
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now taught this chapter.
and used to start and end the class. Students read and write the objectives. The point is
that there should be no secret about what is being taught that day.
Teachers are to carefully examine which and how key content concepts will be
presented, making sure that that the content is not diminished, while considering the
students’ literacy level, their second language proficiency, their reading ability, etc.
Supplementary materials that will provide real-life context and enable students
to link prior experience and learning with the new concepts are encouraged. A number of
these, including realia (real objects), pictures, visuals (models, charts, time lines, etc.),
multimedia, demonstrations, etc., are discussed.
Adaptation of content is encouraged to help the students understand what they
read. Methods such as graphic organizers, leveled study guides (different levels for
different levels of language facility), taped text, jig saw reading and marginal notes are
discussed.
Finally, teachers are to double check that the activities they plan will be
meaningful in terms of students learning the content and not just time-fillers.
In teaching this chapter we tried many of the ideas in class and students were
given assignments to try others in their classes. It has been a challenge to “model” the
principles and strategies presented in the text, but we feel it is essential to do so.
Building Background. The chapter on Building Background emphasizes three ways to
build background, including linking new concepts to students’ background and life
experiences, linking new concepts to prior class learning, and developing key
vocabulary.
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several minor changes, such as adding a few notes about the chapter on Practice/Application since we have
now taught this chapter.
Figure 2.
Building Background
Linking New Concepts to
Students’ Background
Linking New Concepts to
Prior Learning
Emphasizing Key Vocabulary
The information in the background section in this chapter (pp 44-48) clearly points out
that new learning must be associated with prior learning and experience in order to be
meaningful and remembered.
Teachers in Tonga have an especially difficult time
understanding examples, stories, and contexts presented in the texts because the texts are
primarily written in Australia, New Zealand, and the U.S. and the teachers here haven’t
had the same experiences. Thus, they are building background for themselves as well as
for their students.
The section on emphasizing key vocabulary is excellent and provides many
examples of ways to teach and have your students experience vocabulary. It emphasizes
that students need to be actively and personally involved in word learning, that they need
to be immersed in a rich language environment, and need multiple and varied experiences
with words in order to learn them.
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several minor changes, such as adding a few notes about the chapter on Practice/Application since we have
now taught this chapter.
Comprehensible Input.
Making sure that the explanations, assignments, and
instructions of the teacher are understandable to the students is the focus of this chapter.
The chapter focuses on the teacher’s use of appropriate speech, including the rate,
enunciation, and complexity of speech, explanation of academic tasks, and use of
techniques to make the material understandable (comprehensible). Teachers are also
strongly encouraged to be positive, supportive, and enthusiastic.
Figure 3.
Comprehensible
Input
Appropriate Speech
for ELs
Use of Teaching
Techniques
Explanation of Academic Tasks
In the explanation of academic tasks sections, teachers are encouraged to make sure their
instructions are step by step and to write the instructions on the board, on papers for each
group for group work, etc. to ensure students understand what they are to do.
Techniques that have been introduced before in the text are again suggested to
support the students’ understanding of the teacher’s verbal communications.
These
include adapting content, scaffolding, and providing students opportunities to use
strategies to understand the information.
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several minor changes, such as adding a few notes about the chapter on Practice/Application since we have
now taught this chapter.
Strategies. The background information in this chapter discusses cognitive and
metacognitive strategies, as well as the influence social and affective variables have on
cognition. We found these concepts difficult to teach, so instead we talked mostly about
thinking strategies, both the strategies teachers could use to encourage thinking and the
thinking strategies that the students themselves needed to develop. We focused on three
sections of the chapter: learning strategies, scaffolding techniques, and questioning
techniques.
Figure 4.
Strategies
Scaffolding
Techniques
Learning Strategies
Questioning
Techniques
TESOL Standards and goals emphasize that the students will use “learning
strategies” to extend their communicative competence, to construct and apply their
academic knowledge, and to extend their sociolinguistic and sociocultural competence.
The chapter introduces a number of strategies for learning, including mnemonics,
SQP2RS, GIST, rehearsal strategies (such as flash cards), graphic organizers, etc. It
emphasizes that students need to know the strategy, know how to use it, and know when
to use it. Teachers need to explicitly teach learning strategies and model them.
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now taught this chapter.
Scaffolding is the second strategy discussed. Scaffolding is part of Vygotsky’s
(1978) notion of the Zone of Proximal Development (ZPD). This zone includes the skills
the child (Vygotsky’s work was with young children.) is ready to learn, but can’t do yet.
Thus, a parent or teacher can support the student’s learning as the student begins, but
reduces his/her support as the student becomes more proficient. Helping a child learn to
ride a bike is a prime example. The parent holds onto the bike and helps guide, while the
child is learning to pedal and balance. As the child learns the parent gradually reduces
his support until the child can ride alone. The chapter explains ways the teacher can
provide verbal scaffolds and procedural scaffolds to help students increase their
independence in learning a concept or skill.
Finally, the chapter talks about how to ask appropriate questions and encourages
teachers to ask questions that will promote higher levels of thinking. Bloom’s taxonomy
of six levels of educational objectives is mentioned. A simplified hierarchy (literal,
interpretive, and applied) of comprehension is also discussed.
Interaction. This chapter discusses the opportunities for meaningful interaction in the
classroom between the teacher and students and among the students in structured
groupings that allow students to practice using academic language. It states that in most
classrooms teachers dominate the opportunities to use academic language and that often
students have little opportunity to speak and use the academic language. Teachers are
encouraged to balance teacher-to-student talk with opportunities for students to talk about
the content.
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now taught this chapter.
Secondly, grouping configurations are discussed. Teachers are encouraged to
provide structured grouping opportunities (pairs, groups of 3 or 4, and large groups) for
students to interact and talk about the content in meaningful ways. Using a variety of
grouping configurations during the lesson is a primary component of the SIOP method.
Thirdly, wait time (the length of time between utterances during an interaction) is
discussed. Typically, teachers do not allow enough wait time for students to think and
formulate their replies (particularly when they are doing this in a second language).
Finally, the text advocates clarifying key concepts in the students’ native
language (L1). We have not emphasized this, for fear of people thinking we weren’t
abiding by the “English Only Please”. However, the auto mechanics teacher here was
teaching a class about the parts of a car (such as windshield, horn, windshield wipers (or
the British term for this). I’m certain the students would know these parts by the Tongan
names and I think the vocabulary could be taught more easily if the Tongan counterpart
words could be introduced to teach the English words.
Figure 5.
Interaction
Classroom
Opportunities for
Interaction
Grouping
Configurations
Wait Time
Clarify Concepts
in L1
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several minor changes, such as adding a few notes about the chapter on Practice/Application since we have
now taught this chapter.
Practice/Application. We did not have time to teach this chapter in Tonga, but we did
here in Kiribati. The chapter discusses some key teaching strategies, such as providing
ELs with a variety of hands-on experiences, guided practice, and applying opportunities
for students to apply new knowledge in a variety of ways. Within the discussion of
guided practice we examined the concepts of ‘massed’ and ‘distributed’ practice. One of
the analogies given in the chapter is that new knowledge is like wet cement. It is fragile
until it hardens. Thus, practice and application of new knowledge is essential if that
knowledge is to be incorporated into the student’s learning. The content of the chapter is
diagrammed below.
.
Figure 6.
New language and content
knowledge presented
Hands-on practice with new knowledge
Integration of
Language Skills
Content
Application of knowledge
in new ways
Language
Lesson Delivery. The introduction (background) section of this chapter says that, “This
chapter addresses the way a lesson is delivered, how well the content and language
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now taught this chapter.
objectives are supported during the lesson, to what extent students are engaged in the
lesson, and how appropriate the pace of the lesson is to students’ ability levels” (p. 131).
The graphic organizer for Lesson Delivery follows.
Figure 7.
Planning
Lessons
Enacting
Lessons
Content
Support Objectives
During Lessons
Promote Student
Engagement
Language
Pace Lesson
Appropriately
We have not taught these concepts per se, but the elements have been taught throughout
the course as part of our demonstrations and their lesson plans and assignments. We have
not, however, talked about pacing.
Review/Assessment. As we start to read and understand these SIOP components we are
struck with the importance of reviewing lesson objectives, vocabulary, and key content
concepts. Likewise, we deem it very important to regularly provide students’ feedback
on how they are doing and continually assess their comprehension, usually informally,
during the class. I also would group within this component the importance of selfGlenna Boyce
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several minor changes, such as adding a few notes about the chapter on Practice/Application since we have
now taught this chapter.
assessment----how did the lesson go; what went well and what didn’t; and what should I
do differently next time. The graphic organizer follows:
Figure 8.
Review
Lesson Objectives
Key
Vocabulary
Key
Content
Concepts
Assess
Lesson Objectives
Regular
Feedback
on Student
Output
Assess
Student
Comprehension
Final notes. We are sure that the SIOP model is not the “be all” or “end all”. We’re sure
there are other excellent programs. However, it has given us a framework to teach from
and a sufficient variety of helps to be somewhat successful.
Again, carrying on the teaching, reminding, reinforcing of SIOP principles and
components is essential or the teaching we have done will soon be forgotten. In each
school we have helped the administration develop a plan to continue teaching the SIOP
principles/components in faculty meetings, in-service, and/or departmental meetings.
Each plan is different, as it should be, to work in the individual schools. We hope these
plans are successful. The ITEP missionaries are supporting and working with the
administrations at the schools to continue the teaching. In Kiribati the ITEP missionaries
are working on integrating the CES Initiative principles with the SIOP principles. We
think that this integration is extremely important.
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Footnote. This paper was written in April, 2006. As we now leave Kiribati in August, 2006, I am making
several minor changes, such as adding a few notes about the chapter on Practice/Application since we have
now taught this chapter.