Making content comprehensible for English learners: The SIOP model
... Dalam menyediakan kegiatan prioritas dalam mengoptimalkan kemampuan dan kemandirian guru dalam merancang pembelajaran yang bermakna, termasuk dalam pengembangan modul ajar, LPTK dapat memperkenalkan model pembelajaran yang terstruktur dan berbasis riset, salah satunya adalah Sheltered Instruction Observation Protocol (SIOP), yang telah terbukti efektif dalam mendukung pembelajaran berbasis konten dan bahasa secara simultan (Echevarria et al., 2017). Dikembangkan sejak 1995 dan telah digunakan secara luas dalam pembelajaran Bahasa Inggris maupun bidang lainnya, seperti sains, teknologi, teknik, dan matematika (Echevarria & Vogt, 2010), model ini menawarkan pendekatan berbasis riset yang menekankan perencanaan pembelajaran sistematis dengan komponen esensial seperti tujuan pembelajaran yang eksplisit, keterlibatan aktif siswa, serta integrasi strategi kognitif dan metakognitif untuk meningkatkan pemahaman bahasa dan materi akademik (Short et al., 2012). ...
... Desain pembelajaran berbasis model SIOP ini meliputi 8 komponen utama, menggambarkan proses belajar mengajar di kelas yang sesungguhnya (Echevarria et al., 2017). Perancangan dimulai dengan penetapan standar yang harus dipenuhi, tema, topik, dan tujuan pembelajaran dalam konteks bahasa dan konten pembelajaran. ...
... Gambar 1. Perancangan Pembelajaran Berbasis SIOP (Ecchevaria, Vogt, & Short, 2017) Rancangan pembelajaran model SIOP di atas menggambarkan semua komponen penting dalam proses belajar mengajar yang dimuat secara efektif dan sederhana. Komponen ini selaras dengan yang digariskan dengan Kurikulum Merdeka. ...
Kurikulum Merdeka telah diterapkan di seluruh SMP di Kabupaten Agam, Sumatera Barat, sejak 2023, namun pelatihan on-the-job coaching sebagai Guru Penggerak belum dilakukan secara merata. Diskusi terpumpun dengan MGMP Bahasa Inggris SMP menunjukkan bahwa guru mengalami kesulitan dalam merancang pembelajaran berbasis kurikulum ini akibat kurangnya pemahaman tentang model pengajaran yang sesuai. Untuk mengatasi masalah ini, program pendampingan dilakukan terhadap 48 guru guna meningkatkan keterampilan mereka dalam menyusun modul ajar berbasis Sheltered Instruction Observation Protocol (SIOP). Dengan pendekatan literacy coaching, metode yang digunakan mencakup direct instruction, modeling and coaching, independent application, dan reflection. Hasil evaluasi menunjukkan bahwa pelatihan ini berperan dalam meningkatkan pemahaman peserta terkait komponen dan fungsi SIOP dalam merancang modul ajar, namun perlu adanya komitmen dan pendampingan lebih lanjut dalam penerapannya di kelas.
... As described by Echevarria, Vogt, and Short (2004;, the SIOP Model is a structured, research-backed instructional framework aimed at teaching English language learners both language skills and academic content in the same classroom as their native Englishspeaking peers. It is an initiative to create a unified understanding of sheltered instruction. ...
... As a teaching framework, the SIOP Model encompasses general educational principles while emphasizing improving the academic performance of English language learners. It offers educators a well-structured resource that includes thoughtfully designed lesson plans, research-based strategies, and proven best practices to foster students' success in content learning and language development (Echevarria, Vogt, and Short, 2004;. ...
... Learning environment -The classroom's emotional tone and operational structure (Tomlinson, 2001;Tomlinson, 2005). Differentiating instruction for English Language Learners (ELLs) is most successful when teachers invest time in learning about each student, maintain high expectations for everyone, utilize a variety of research-supported strategies, use continuous assessments to inform their teaching, provide different types of assessments, adjust homework accordingly, work collaboratively with other educators, implement flexible grouping, and make the content accessible for all students by offering ELLs alternative means of engaging with the key Utilizing a Differentiated SIOP Model to Foster Life Skills and Motivation in Inclusive Primary EFL Classrooms Samah R. Al-Refaey material (e.g., charts, native language books, teacher-simplified texts, discussions, etc.) (Tomlinson, 2005;Echevarria, Vogt, & Short, 2008). Short, Fidelman, and Louguit (2012) noted that the SIOP model was first developed as an observation tool to evaluate the implementation of sheltered instruction techniques. ...
... The manuscript aligns with the journal theme by emphasizing the importance of supporting teacher candidates in their development as inclusive educators. Based on the shared characteristics of two research-based approaches, the Sheltered Instruction Observation Protocol (SIOP) model (Echevarria et al., 2018) and the high-leverage practices for inclusive education (HLP) framework (McLeskey et al., 2019), the authors present a lesson plan model that helps teacher candidates integrate research-based practices into teaching and learning opportunities during their clinical teaching. ...
... First, the authors describe the conceptual underpinnings of an emerging framework for preparing teacher candidates (TCs) to be effective inclusive educators for emergent bilingual students (EBs) and students with disabilities (SWDs). Next, the authors will examine the shared characteristics of two research-based approaches that inform inclusive education practices: the Sheltered Instruction Observation Protocol (SIOP) model used for EBs (Echevarria et al., 2018) and the high-leverage practices for inclusive education (HLP) framework used to guide instruction for SWDs in inclusive classroom settings (McLeskey et al., 2019). As a final step, the authors will present a lesson plan model that helps teacher candidates integrate the shared characteristics of the SIOP and HLP models into inclusive teaching and learning opportunities during their clinical teaching. ...
... To provide the explicit learning opportunities needed to help TCs become effective inclusive educators for EBs and SWDs, the authors developed a conceptual framework based on two research-based approaches for inclusive education: the Sheltered Instruction Observation Protocol (SIOP) model used for EBs (Echevarria et al., 2018) and the high leverage practices for inclusive education (HLP) framework used to guide instruction for SWDs in inclusive classroom settings (McLeskey et al., 2019). There is considerable overlap and similarity between these two approaches in terms of the instructional strategies used in general classroom settings. ...
This manuscript describes a conceptual framework for preparing teacher candidates to be effective inclusive educators for emergent bilingual students and students with disabilities. The manuscript aligns with the journal theme by emphasizing the importance of supporting teacher candidates in their development as inclusive educators. Based on the shared characteristics of two research-based approaches, the Sheltered Instruction Observation Protocol (SIOP) model (Echevarria et al., 2018) and the high-leverage practices for inclusive education (HLP) framework (McLeskey et al., 2019), the authors present a lesson plan model that helps teacher candidates integrate research-based practices into teaching and learning opportunities during their clinical teaching.
... According to Echevarria, Vogt, and Short (2004;, the Sheltered Instruction Observation Protocol (SIOP) Model is a researchbased and instructional framework for teaching English language learners language and content subjects alongside with their classmates whose first language is English. It is an attempt to find an agreement concerning the definition of Sheltered Instruction. ...
... The SIOP model is then a teaching approach that deals with the educational areas in general and the English language learners' performance in particular. It is a rigorous educational resource that provides teachers with well-designed lesson plans and well-selected strategies and best practices in such a way as to help them prepare their learners for a better academic achievement in terms of the learning of content knowledge and language skills (Echevarria, Vogt, and Short, 2004;. ...
... Teachers are successful at differentiating instruction for ELLs when they get to know as much as possible about each student, have high expectations for all students, have a variety of research-based instructional strategies at hand, use ongoing assessment to guide instruction, provide multiple types of assessment, differentiate homework, collaborate with other professionals, use flexible grouping, and make content comprehensible for all students through providing ELLs with alternative ways of accessing key content (e.g., charts, books written in their first language, simplified text written by the teacher, discussion, etc.) (Tomlinson, 2005;Echevarria, Vogt, & Short, 2008). ...
... However, content-based instruction may be too complex and demanding in some cases and impede the expectations of curriculum planners and instructors. Echevarria, Vogt, and Short (2008) warn that content-based instruction may not work well in every situation. First, there are multiple challenges in balancing the essential academic content along with the consideration of L2 learner proficiency levels. ...
... In terms of the assignments, the American Culture class was time-intensive for students and for the instructor as well. As stated by Echevarria, Vogt, and Short (2008) , content-based instruction may not work well in every situation. It may be too complex and demanding in some cases and impede the expectations of instructors. ...
[Meio University Teacher Training Support Center Annual Report] 名桜大学教員養成支援センター年報
As an increasing number of content-based courses are being offered to EFL learners with the dual aim of improving knowledge in an academic area while promoting language-skill development (Grabe and Stoller, 1997), educators are faced with the formidable challenge of selecting appropriate materials. The field of American culture is complex and multifaceted. The topics and issues in the course may overlap other academic disciplines, including: economics, geography, history, language, political science, psychology, sociology, and theology. Although a wide array of educational materials is available in each of these respective areas, the selection becomes restricted once the factor of comprehensibility for second language (L2) learners is added to the equation. This creates a dubious situation for instructors as more relevant and optimal materials may be avoided for simplistic and inferior content. Additionally, overreliance on a specific EFL textbook may limit students to a mere portion of issues and perspectives in the field. Thus, the selection of supplementary materials remains a crucial component in teaching such courses. In general, the selection criteria for these materials have been based on the following: content that is within the proficiency range of EFL learners, consists of relevant course topics and issues, and promotes critical thinking among students. Furthermore, the emergence of online applications, designed for improving communication and productivity, have become instrumental in addressing many of the needs in classes. Among many of the advantages that digital tools offer, the means of delivering educational content can be expanded to additional forms of media (e.g., audio, video), and thus provide a more diverse range of input. Conversely, the communicative output of students along with feedback from the instructor and peers can be delivered within these same channels. In this article, a description of the teaching practices and materials utilized for the content-based EFL course, American Culture, will be presented in detail.
... According to Short and Fitzsimmons' (2007) theory, strategy instruction works particularly well for English language since it is a learning gives them a clear emphasis on language, broadens their exposure to scholarly texts, increases the readability of the texts they peruse provide them with many chances to confirm or rectify their comprehension of the language, helps them retrieve and apply fresh linguistic elements for scholarly objectives, and gives them the tools to continue learning the language used outside of the classroom. Additionally, they postulate that because adolescents with intermediate English proficiency levels have the language skills necessary to employ mental techniques and participate in more complex reading and writing with cognitive skills assignments, they stand to gain from strategy instruction (Echevarria et al., 2012). H7: Cognitive Structure (CS) has a noteworthy influence on English Communication ...
... Despite the overall positive reception of the Maryland TESOL Handbook, participants identified key areas where it could be improved, particularly regarding inclusivity and dissemination. Maria raised concerns about the Handbook's heavy reliance on specific models, such as the Sheltered Instruction Observation Protocol® (SIOP®) framework 1 (Echevarría, Vogt, and Short 2017), which she felt excluded alternative perspectives and methods that have been developed in the field. 'If you only reference one particular approach or method, I find that to be particularly problematic and exclusionary,' she stated. ...
... Despite extensive research testifying to the benefits of incorporating students' other languages in second-language education (Antón & DiCamilla, 1998;Cummins, 2007) and content area classrooms (Lucas & Katz, 1994), English-only education is still the rule in much of the United States. Even in well-recognised English-dominant sheltered instructional models, some acknowledgement is made of the role of students' first languages (Echevarria, et al., 2008). Teachers, however, have to be more attentive to students' translanguaging practices and ideologies to ensure that pedagogical strategies successfully incorporate students' languages other than English (LOTE). ...
The rising number of multilingual students in English classrooms calls for pedagogical change from monolingual to inclusive teaching practices. Translanguaging, where the students draw on all their linguistic repertoire to make meaning, has been found to potentially enhance student engagement and understanding. This research investigates the pedagogical potential of translanguaging in multilingual English as a Foreign Language (EFL) classrooms, with emphasis on the engagement and performance of the students. Using a quantitative repeated-measures design, the research enrolled 50 secondary-level students with various linguistic backgrounds who went through a six-week teaching program involving the use of translanguaging strategies. Data collection involved observational checklists, comprehension exercises, and audio-recorded classroom discussions, with statistical analysis using the Friedman test. Findings revealed that the use of translanguaging facilitated the engagement and understanding of the students, but the statistically significant difference in the performances across the sessions was not found. The results point towards the potential of translanguaging as a force that ensures a stable and inclusive learning environment where the students could be active participants without affecting the learning of the language, English. The research highlights the need for systematic translanguaging pedagogies that counter monolingual ideologies and make the multilingual capability possible. Further research must be conducted to determine the long-term implications and larger education settings to better recognise the contribution of the concept of translanguaging towards EFL teaching.
... However, studies show that hands-on activities are especially important for English language learners (ELLs), and are therefore an important way to tap this increasingly large and diverse pool of future engineering students. 2,3,4 In 2005, the College of Engineering and the College of Education and Health Professions at the University of Arkansas (U of A) formed the University of Arkansas Science Partnership Program (UASPP), with funding from the Arkansas Department of Higher Education. Partnering with the Northwest Arkansas Education Renewal Zone (NWA-ERZ), middle school students were engaged in hands-on, standards-based science activities. ...
... Studies show that hands-on activities are especially important for English language learners (ELLs), and are therefore an important way to tap this increasingly large and diverse pool of future engineering students. 2,3,4 In 2005, the College of Engineering and the College of Education and Health Professions at the University of Arkansas formed a partnership to assist the Northwest Arkansas Education Renewal Zone (NWA-ERZ) in engaging students in hands-on, standards-based science activities that help to form the base for the engineering discipline. This University of Arkansas Science Partnership Program is a three-year Summer Institute program funded by the Arkansas Department of Higher Education which focuses on the professional growth of 6 th , 7 th and 8 th grade science teachers from 23 schools in the NWA-ERZ. ...
... Studies show that hands-on activities are especially important for English language learners (ELLs), and are therefore an important way to tap this increasingly large and diverse pool of future engineering students. 2,3,4 In 2005, the College of Engineering and the College of Education and Health Professions at the Department of Higher Education, focused on the professional growth of 6 th , 7 th and 8 th grade science teachers from 23 partner schools in the NWA-ERZ. The program was organized as a series of summer institutes and follow-up activities which teamed teachers with engineering faculty to improve teaching skills and to increase the teachers' use, understanding and application of hands-on laboratory exercises. ...
... Ongoing and focused training is crucial given the predominantly White, English-speaking respondents and the increasing diversity of student populations in this study. Opportunities for professional growth should address instructional strategies for developing academic vocabulary, essential for making content accessible, particularly in agricultural education with its prevalent technical language (Clemons et al., 2024;Echevarría et al., 2024). For many MLs, academic vocabulary is a barrier to understanding content and broader academic concepts (Lindner et al., 2016). ...
This study investigated the pedagogical readiness of United States secondary school-based agricultural education (SBAE) teachers to educate multilingual learners (MLs) in California's Central Region. The focus of this study addressed SBAE teacher qualifications, language proficiency, professional development experiences, and perceived competence to teach MLs. The theoretical frameworks for this study included culturally responsive teaching and andragogy as the lens when assessing SBAE teacher preparedness. The participants were licensed to teach SBAE with ML, but most needed more specific training and experience. Participants reported limited professional development related to multilingual learners. Findings also indicated that teachers feel most confident addressing the needs of fluent English speakers but need help with beginning-level ML students. Improving opportunities for professional development addressing culturally responsive teaching, academic vocabulary development, and ongoing training for SBAE teachers would help improve SBAE teachers' classroom pedagogy and enhance learning opportunities for MLs. Future research should explore the effectiveness of specific professional development programs and the impact of teacher preparedness on student outcomes for MLs.
... More specifically, the survey indicated that teachers refrain from using learners' HL for instructional purposes due to the belief that immersion in a monolingual environment would help them learn the language of school faster. This is a concerning outcome because it is already established in the literature that HL can support scaffolding instruction (Chen et al., 2022;de Oliveira & Westerlund, 2022;Gottlieb, 2020;Peregoy & Boyle, 2017;Garcia et al., 2014;Soltero-Gonzalez & Reyes, 2012;Díaz-Rico, 2008;Echevarria et al., 2008;Gort, 2006) as well as avoid a deficit perspective inside schools. ...
This article reports the quantitative phase results from a mixed-method study conducted with K-2nd grade mainstream teachers in a U.S. district where most teachers and learners are multilingual. The study aimed to capture teachers' beliefs about using learners' home languages (HLs) in classrooms. Previous research on teachers' beliefs towards linguistic minorities (Dixon et al., 2016; Lucas et al., 2014; De Angelis, 2011) suggested that some variables, such as being bilingual and receiving training, could positively impact teachers' beliefs. The results reported here indicated a more complex situation with significant implications for teachers' training courses in multilingual settings. Abandoning a monolingual mindset during instructional time may involve revising teacher training and curriculum development. The results reported here bring valuable insight into the general belief that immersion in a monolingual-only environment would help students learn the language of the school faster, which impeded teachers from using learners' HLs for instructional purposes. Further studies could discuss if and how teachers' training programs on second language acquisition, literacy, and TESOL validate and incorporate learners' HL repertoire and adhere to a monolingual mindset. Moreover, if multilingual learners (MLs) have the right to understand instruction, express their knowledge, and participate in the classroom, it is essential to discuss the role of HL inside classrooms.
... This model showed instructors how to employ good methods systematically, as well as provide them with a tool for reflection and improvement. It's known as the Sheltered Instruction Observation Protocol (SOIP) and it's been widely employed since it effectively improves ELL teachers' instructional techniques (Echevarria et al., 2000(Echevarria et al., , 2004. Sheltered instruction methods aid non-native language learners with a particular focus on academically underperforming or unskilled students. ...
WebQuest technology is a well-established framework for IBL context of 21st-Century Digitalized Adaptive English Language Learning Skills. It stems in multifarious shapes containing investigative and problem-solving practices and duties carried out by trainees. WebQuest forms permit technology to be incorporated into educational spaces and stimulate trainees to concentrate on how to detect and employ data. It enables learners to learn from Internet databanks that cultivate foreign language abilities and cultural comprehension in a secure environment. WebQuest technologies duties often simulate real-world occasions in which each trainee takes on a specific role, designs a blueprint, convinces others of a meticulous viewpoint, or comes to a concurrence to spread a policy or a mission declaration. Erfan Aslanyan-rad (Edition 1) WebQuest Technology and 21st-Century Digitalized Adaptive English Language Learning Skills WebQuest technology is a well-established framework for IBL context of 21st-Century Digitalized Adaptive English Language Learning Skills. It stems in multifarious shapes containing investigative and problem-solving practices and duties carried out by trainees. WebQuest forms permit technology to be incorporated into educational spaces and stimulate trainees to concentrate on how to detect and employ data. It enables learners to learn from Internet databanks that cultivate foreign language abilities and cultural comprehension in a secure environment. WebQuest technologies duties often simulate real-world occasions in which each trainee takes on a specific role, designs a blueprint, convinces others of a meticulous viewpoint, or comes to a concurrence to spread a policy or a mission declaration.
... Sheltered instruction refers to a set of techniques to integrate subject content as well as language development to help educators. This includes providing visuals, the use of real-world objects, and hands on activities to more easily make lessons accessible (Echevarria et al., 2017). ...
The curriculum and discipline in the classroom are practices, which help to greatly develop round educational experience, which integrates good academic achievement with successful management of behavioral part. Practices of curriculum means the practice of the planning and providing of subject or content to meet the needs of all the learners that promote inclusive engagement. However, classroom discipline has not more to do with classroom management (the delivery of lessons and the support of student learning) than it does with creating strategies for slowing behavior and supporting social emotional growth. This framework of elements together gives a holistic framework to develop both academic achievement and personal growth. Project based learning and social emotional learning (SEL) are the methods that occur before discipline because they prevent behavioral challenges by linking extracurricular real-world issues with exciting and relevant curriculum. The process of building respectful and collaborative classroom culture can be understood through Behaviorist and Constructivist models to using structured content and student-centered learning. The listed practices such as setting clear objectives, providing differentiated instruction and revising of the curriculum includes repetition. This bridging process depends on teachers, who are the ones applying the ideas challenged by the curriculum and discipline strategies, on a wide and diverse realm of learners, while putting to good use technology to make learning captivating. The digital divide, for instance, is contested by academic and behavioral priorities, so flexibility and inclusiveness are required. Harmonizing curriculum and discipline can allow schools to become part of empowering environments that give students the skills they need to be successful throughout their lives.
... While these practices are frequently correlated only with the implementation of pedagogical methods, such as facilitating discussions and organizing writing workshops, this model also connects practices to the behindthe-scenes work such as designing unit plans, implementing formative and summative assessments, and providing constructive feedback. In the dual language world, particularly for minoritized students, these practices take on additional importance because they make the difference between minoritized students struggling to stay afloat vs. being positioned as having academic strengths through appropriate scaffolding and modifications to access the core curriculum (Echevarría et al., 2017;Tigert et al., 2022). ...
Dual language programs have the potential to promote social justice and have documented positive outcomes for students, particularly students classified as English Language Learners. These programs have been increasingly growing in popularity across the nation. While they can provide prime spaces to promote equity in schools, scholars have growingly voiced concerns about rising inequities, elitism, and bias in these programs, particularly impacting minoritized students. This call has led to increased attention to the programmatic goal of sociocultural competence, which helps students practice continuous self-reflection, develop a sense of themselves and their relation to others as cultural participants, and seeks to respond to the cultural needs of minoritized students. This case study with collaborative tenets focuses on a 6-8th grade interdisciplinary dual language teacher professional learning community (PLC) exploring sociocultural competence. It uses the Framework for Approaching Professional Learning Communities Interculturally as a lens to explore six qualitative data sources collected during PLC meetings with seven teachers and two coaches. Specifically, the research sought to address three main areas. The first is to understand how middle school teachers at La Unidad Middle School, a long-running dual language program in the northeastern U.S., conceptualize and foster students' development of sociocultural competence. The second is to explore dual language teachers' perceptions of their professional competence related to sociocultural competence after participating in a PLC. Finally, to investigate the professional learning community processes that teachers and coaches perceived to be the most impactful for promoting their professional competence. The contributions of this study are conceptual and practical since it provides insights into how educators conceptualize, implement, and support this multifaceted construct; additionally, it explores PLCs as vehicles for teacher learning and continued development of practice in a dual language context. The findings suggest that it is imperative to recognize that sociocultural competence is not developed in a vacuum for each student but rather is closely connected to class and school environments. Furthermore, for teachers to promote sociocultural equity-driven humanizing environments, their schools and districts must create the same environments for teachers.
... Lastly, effective teacher training and ongoing professional development are vital for implementing these paradigm shifts successfully. Educators need specialized training in multilingual pedagogy, cultural competence, and strategies for teaching diverse learners (Echevarría, Vogt, & Short, 2017). Establishing collaborative networks for teachers allows for the sharing of best practices and resources, creating a supportive community that can drive innovation in bilingual education. ...
Bilingual education has long been a topic of research, often centered around the best methods to teach students who are learning in more than one language. In an increasingly interconnected world, the need for a paradigm shift in how we approach bilingual education is evident. Rethinking multilingual literacy not only enhances educational outcomes but also respects and celebrates the rich linguistic diversity that students bring into the classroom. This research article explores several necessary shifts in perspective and practice that can transform bilingual education into a more effective and inclusive model.
... Note. SIOP Lesson Plan checklist is modified per Echevarría et al. (2017). ...
To ensure English Learners (ELs) / Multilingual Learners (MLs) have access to well-prepared educators, one regional university integrates a seven-credit block of courses to ensure teacher candidates learn and apply English as a Second Language methods within clinical experiences. Teacher candidates must create a technology-integrated Sheltered Instruction Observation Protocol (SIOP) lesson plan by utilizing the following key strategies designed to support EL/MLs’ literacy development for academic purposes: adding both content and language objectives, building background knowledge through
connecting students’ cultural experiences, and developing comprehensible input in different proficiency levels.
... Contemporary scholars in language education described what teachers needed to know about language (Adger et al., 2002), published PK-12 standards (TESOL, 1997), and a research agenda for improving schooling (August & Hakuta, 1997). At the Center for Research on Education, Diversity and Excellence (CREDE), Tharp et al. (2000) and Echevarria et al. (2000) advanced new approaches to professional learning, with one sociocultural and the other second language in focus. ...
U.S. National Professional Development (NPD) grants can afford a longitudinal understanding of how teachers learn to support English learners. When NPD projects are completed successively and successfully, they can provide an even greater longitudinal arc of understanding. This article chronicles the designs and lessons learned across five NPD grants between 2002 and 2023. Each grant represents a snapshot in time, presenting a set of assumptions from the field, programmatic innovations , and insights from research outcomes. From highlighting the difference between incremental and radical pedagogical change and what it takes to move beyond individual teacher change to systemic change benefiting multilingual learners, the article outlines the succession of aspirations (capacity building, sustainability, and scalability), experiences, changing conditions, and data points framing lessons learned and new cycles of praxis. This article offers implications for theory, practice , and research. It stands as an argument for adapting , innovating, and moving beyond the status quo to inspire more innovation in teacher preparation for multilingual learners.
... Ein weiteres Modell, welches die Förderung von Schüler*innen mit Englisch als Zweitsprache hinsichtlich fachbezogener und bildungssprachlicher Kompetenzen anstrebt, ist das Sheltered Instruction Observation Protocol, kurz: SIOP (Echevarría et al., 2000(Echevarría et al., , 2006. SIOP wurde in den Vereinigten Staaten vorrangig mit Blick auf die schlechteren Schulleistungen von ELL (English Language Learners) im Vergleich zu ihren mit Englisch als Erstsprache aufwachsenden Peers sowie aufgrund der nicht ausreichenden ...
... The image of silent students sitting in assigned seats lies in sharp contrast to current descriptions of optimal language-learning environments (Gonzalez, Yawkey & Minaya-Rowe, 2006;Peregoy & Boyle, 2005;Savignon, 1999). Researchers have long argued that classrooms that are most successful in meeting the needs of diverse learners are those in which the teacher provides students with opportunities to interact in meaningful ways, to share ideas, and to participate in cooperative learning activities in which novices and experts work together (Echevarria,Vogt, & Short, 2004). As emphasized in the influential work of Swain and Lapkin (1995), it is equally important during the languagelearning process to produce language output as it is to receive language input. ...
This study explored the role of school in promoting positive bicultural and bilingual identities through the encouragement of Spanish use in 7 Latino children in 1 kindergarten classroom in North Carolina. Using a case study approach, researchers collected data through participant observations and interviews to examine the classroom practices of teachers with self-reported positive attitudes toward the use of Spanish by their students in this school. The results from the data revealed that there was a disconnect between what teachers espoused about heritage-language retention and the actual practices used to encourage native language use. While teachers openly stated in interviews that it was important for the Latino students to continue to speak and use their native language, the culture of the classroom and common practices used in this classroom failed to provide these Latino students with meaningful interactions with one another or their native English-speaking peers. In fact, mandates for silence and the separation of students in the kindergarten classroom resulted in very little use of language, whether in Spanish or in English. Implications for educators are discussed.
... Of the two lenses for evaluating a text, the first is probably the most familiar to many teachers. Content-based instruction is rooted in the excellent texts by Brinton, Snow, and Wesche (2003), Echevarria, Vogt, and Short (2004), and Peregoy and Boyle (2005). Drawing on the works of Stoller (2002), Krashen (1982), and Swain (1985), Peregoy and Boyle explain that the content-based teacher "provides multiple opportunities for extensive reading, student choice, and collab-oration in projects" (p. ...
In spite of the increasing emphasis on the role that racial, social class, and gender issues play in second language acquisition and ESL instructional research, little has been written on how to identify or analyze such issues in current ESL texts. This article answers that call in the literature. Drawing on examples from two popular ESL texts, this article presents a method organized around the concept of critical language awareness (CLA) for conducting a critical discourse analysis of ESL texts. Implications for practice reveal how completing a critical discourse analysis of a text can offer teachers valuable information on how to deepen instruction on issues around race, class, and gender.
... The steep and spiral fall in the quality of education in Nigeria has been attributed to poor teaching quality and techniques (Ogunniyi, 2009;Emaikwu, 2012). This is so because there is an obvious reliance on teachers as dispensers of the body of knowledge while their students are relegated to mere notetaking and rote learning (Echevarria et al., 2012). According to Ramsden, the choice of a given teaching strategy should depend on a variety of elements which include: the age and developmental levels of the students, what the students already know and need to know to succeed with the lesson, the subject matter content, objective of the lesson, available people, time, space and material resources, knowledge and skill of the teacher about teaching strategies, learning theories and the physical setting, students' background knowledge, environment and learning goals (Reece and Walker, 2009). ...
... Collaborative learning strategies also play an important position in addressing the challenges confronted in multilingual school rooms. Echevarria, Vogt, and Short (2008) highlight that institution work and peer tutoring can facilitate language acquisition with the aid of offering students with possibilities to practice their English in supportive surroundings. Such collaborative methods help build social connections amongst college students and enhance their language abilities in significant contexts. ...
This research paper explores the challenges and strategies associated with coaching English in multilingual classrooms. The study objectives are to pick out the important thing boundaries educators face, which include language proficiency disparities, cultural differences, and numerous gaining knowledge of patterns, and to study the effect of these challenges on scholar engagement and educational overall performance. Utilizing a blended-techniques approach, facts have been collected via surveys and classroom observations related to English language instructors and students from diverse academic settings. The findings display big demanding situations that hinder effective English language practice, whilst also highlighting a hit technique inclusive of culturally responsive coaching, differentiated practice, and collaborative getting to know. This research paper underscores the need of equipping educators with effective tools and insights to navigate the complexities of multilingual schooling. Future studies guidelines are also recommended to in addition inspect the dynamic nature of multilingual lecture rooms and the function of era and community involvement in improving English language mastering.
... Savignon (1991) mentioned that the traditional teaching method of English, on which grammar instructions are primarily focused, is making way for more innovative, scientific, and effective approaches and teaching practices. While there are numerous strategies for teaching English as a second language, one of the useful strategies for teaching English is implementing comprehensible input for ESL students (Echevarria, Vogt, and Short, 2013). In a school with diverse levels of linguistic competency, the implementation of comprehensible input can be a difficult undertaking (Klinger, 1993). ...
This study explored the extent of the implementation of comprehensible input among ESL teachers. The theoretical underpinning of this study was based on the concept of comprehensible input (i+1), which was introduced by Krashen (1985). Both quantitative and qualitative data were collected to present the strategies that teachers used in implementing comprehensible input, teachers’ perceptions, and the challenges they encountered. There were four (4) ESL teachers who voluntarily participated in this study. The results showed that all strategies were rated positively by ESL teachers, indicating that they found them useful in implementing comprehensible input. Teachers perceived that the implementation of comprehensible input in teaching ESL was effective in promoting natural language acquisition and improving students' language skills. Limited credible resources, lack of formal training, and proficiency mismatch were the minor challenges that teachers encountered in the implementation of comprehensible input. The action plan that provides instructional support to ESL teachers has been developed by the researcher in order to effectively implement comprehensible input in teaching English as a second language.
... Additional components of successful reading include oral language skills (National Early Literacy Panel, 2008;Papadimitriou & Vlachos, 2014), memory (short term memory and long-term memory) (Mather & Jaffe, 2002) and prior knowledge, as the reader can utilize them in order to understand new information (Echevarria et al., 2010). Moreover, attention and focus on the reading task (Johns & Lenski, 2010), processing skills (Mather & Jaffe, 2002), motivation and interest in the reading content are also considered essential components of adequate reading. ...
Developmental Language Disorder (DLD) is a developmental disorder which cannot be attributed to any obvious nonverbal cognitive, social emotional or neurological deficits. While researchers have focused on the oral language of the DLD population, as this is mainly impaired, there is little research that has been conducted on the reading skills of this population which have also been documented impaired. Therefore, the aim of the present chapter is to present literature findings on the reading skills of individuals with DLD. More specifically, the current chapter focuses on research regarding reading comprehension and reading fluency, as well as reading decoding skills, reading fluency and reading accuracy of the DLD population. Moreover, the chapter includes longitudinal studies that have been conducted and highlights the importance of research in different languages in terms of transparency. The authors conclude with important limitations and useful suggestions for further research in the field.
... Furthermore, incorporating language development into the curriculum can assist immigrant children in applying their acquired language skills across many courses. Instructors may infuse language goals into lesson plans using scaffolding techniques, including visual aids, modeling, and peer collaboration, which help develop a language learner (Echevarria, Vogt, & Short, 2016). ...
... Complexity and different degrees of specification of concrete didactic procedures may account for differences between individual intervention studies testing the same approach. For instance, the implementation of general SIOP principles in more than one way leads to differences between individual SIOP studies because of varying intervention designs (Ardisana, 2007;Echevarria et al., 2000). Some interventions based on RT modify the existing approach by using elements of scaffolding as well as language modelling (Oczkus, 2003) for example, or expanding the original strategy repertoire (Taylor & Frye, 1992). ...
We report and appraise the heterogeneity and quality of 53 primary studies included in a systematic review project on the effectiveness of language‐sensitive subject teaching in primary and secondary education to provide a comprehensive overview of the research field and to give detailed recommendations for future research. We followed a systematic review process adhering to existing guidelines and procedures to define inclusion and quality criteria for experimental, quasi‐experimental and observational studies published since 1990 in English and German. We performed an extensive search, screened on titles, abstracts and full texts, and found 55 studies to meet the inclusion criteria. Out of these studies, 53 studies fulfilled the quality criteria (assessment of internal validity) and were included in the review. Most of the studies show that students taught with language‐sensitive approaches achieve the same or better results than students taught using non‐language‐sensitive approaches for at least one content or language learning outcome (for the results of the narrative synthesis, see Höfler et al., Zeitschrift für Erziehungswissenschaft, 2023, 27, 449). Here, we examine in detail the characteristics of the included studies in terms of the heterogeneity of populations, interventions, outcomes, and study designs and provide arguments for a careful interpretation of the review results. We argue that limited methodological and reporting quality introduce risk of bias to varying degrees. We address methodological issues and gaps in research and present our detailed recommendations for future work informed by our findings.
Context and implications
Rationale for this study: This paper systematises the heterogeneity, quality and scope of the studies on the effectiveness of language‐sensitive teaching and gives detailed recommendations for future research.
Why the new findings matter: Our findings help shape the trajectory of research on language‐sensitive subject teaching.
Implications for researchers and policy makers: This article describes the state of knowledge concerning the effectiveness of language‐sensitive subject teaching. Our results provide educators and educational researchers with a systematised overview of the tested approaches and their effect on different learning outcomes. Based on our assessment of the study quality and the transferability of the results, we point out research gaps and offer detailed recommendations to help researchers design new research projects. Our results will also aid policy makers in deciding what evidence to consider in the context of evidence‐based practice as well as in the formulation of future funding directives.
... Moreover, effective integration also requires particular pedagogical skills. These include, but are not limited to: writing appropriate content, language, and (bi)literacy objectives (Hamayan et al., 2013;Tedick & Lyster, 2020; corresponding to oracy, reading, writing, and metalanguage or metalinguistic awareness (Escamilla et al., 2014); scaffolding instruction to ensure student comprehension (Echevarría et al., 2008;Hamayan et al., 2013) and to elicit student academic language production (Gibbons, 2015;Tedick & Lyster, 2020); and designing assessments that simultaneously assess content learning and language/(bi)literacy development (Escamilla et al., 2014;Llinares et al., 2012;Tedick & Lyster, 2020). ...
Dual language and immersion (DLI) teaching requires knowledge and pedagogical skills focused on language and content integration (e.g., Cammarata & Tedick, 2012 ; Lyster, 2007 ; Tedick & Cammarata, 2023 ). Recent scholarship has begun to articulate how best to prepare DLI teachers with such knowledge and skills (e.g., Cammarata & Haley, 2017 ; Tedick et al., 2024 ; Tedick & Zilmer, 2018 ). This study adds to this work by exploring how a DLI-specific teacher assessment rubric mediates the learning process. Researchers created a DLI-specific rubric to aid pre-service teacher candidates (TCs) in developing skills related to content and language integration. The case study explores one TC and one supervisor’s experiences with the rubric. Data sources include audio “diaries” and video-recordings of post-observation conferences between the two participants. Qualitative inductive analysis led to sociocultural concepts ( Vygotsky, 1978 ) as explanatory tools for understanding the role of the rubric in the TC’s learning and supervisor’s mentoring.
Language dilemmas, encompassing linguistic, cultural, and socio-economic factors, present substantial challenges within English Language Teaching (ELT) classrooms, affecting educators and learners alike. This article delves into the nuanced exploration and development of educational factors meticulously designed to tackle these multifaceted dilemmas head-on. A comprehensive examination elucidates how integrating innovative teaching strategies, cultivating a nurturing and inclusive learning atmosphere, and using technology empower educators to elevate language acquisition processes and dismantle barriers inhibiting effective communication within ELT environments. By synthesizing these pivotal elements, this study underscores the transformative potential of proactive pedagogical approaches in reshaping ELT landscapes and fostering enriched learning experiences for educators and learners.
This study aims to determine the strategies that teachers perceive as most effective for English language learners (ELLs). This study is conducted through qualitative research as well as semi-structured interviews that allow respondents to justify and go more in-depth with their answers and to understand teachers' perceptions. Respondents were selected through purposive sampling, targeting 20 teachers with significant experience in instructing ELLs. The study was conducted in selected private and public schools within Danao City, Cebu, Philippines. The findings reveal that successful teaching strategies for enhancing the language skills of English Language Learners (ELLs) are varied, depending on understanding individuals needs and backgrounds. This study will help teachers establish effective and supportive learning environments that promote successful language acquisition for their ELLs.
As investigations illustrate how deficit and racialized ideologies materialized within teacher education programs in the United States (Bacon, 2020), there is a need to understand further how whiteness is constructed, learned, and maintained (Bale et al., 2023). Through a raciolinguistic ideology perspective (Rosa & Flores, 2020), this case study presents how a teaching practicum reinscribes, normalizes, and makes invisible whiteness and raciolinguistic ideologies for a White male learning to become a teacher within an urban emergent school in the Midwest. This study argues that more structural support in the form of guided critical reflection is needed throughout pre-service teachers' practicum.
Examining curriculum-based learning for English language learners (ELLs) is the goal of this journal article. Effective instructional strategies that address the particular needs of ELLs are becoming more and more important as a result of the increasing diversity in classrooms. The theoretical underpinnings of curriculum-based learning are examined in this article along with its potential advantages for ELLs. The difficulties of applying this strategy in various educational settings are also covered, along with some practical considerations. The goal of curriculum-based learning for English language learners (ELLs) is to create and use teaching tools and methods that are specifically suited to the linguistic and academic requirements of ELL students. This method acknowledges the particular difficulties ELLs face in learning the language while also engaging with content knowledge in a range of subject areas. This journal article explores the theoretical underpinnings, essential elements, and potential advantages of curriculum-based learning for English language learners (ELLs). The focus of this journal article's thorough overview of curriculum-based learning for ELLs is on its importance in promoting inclusive education for a variety of student populations. Teachers and policymakers can support the academic success and linguistic development of ELL students by making decisions based on their understanding of the theoretical underpinnings, essential elements, and potential advantages of this approach.
The increasing linguistic diversity in K-12 classrooms across the United States underscores the need for effective strategies to support English Language Learners (ELLs). This paper presents a two-year leadership plan designed to enhance ELL instruction through faculty professional development in assessment, evaluation, scaffolding, and differentiation practices. The proposed plan integrates a Knowledge Management System (KMS) to track teacher progress, document English Language Learner (ELL) student achievement, and facilitate data-driven decision-making. Year 1 focuses on ELL assessment and evaluation, ensuring fair grading practices and effective progress monitoring. Year 2 emphasizes scaffolding and differentiation, equipping educators with the tools needed to provide equitable learning experiences. A Gantt chart serves as a living document, mapping out incremental training objectives, collaborative discussions, and instructional interventions aligned with academic milestones. This structured approach benefits teachers by providing meaningful, sustainable professional growth opportunities, increases administrative oversight through measurable progress tracking, and reassures parents that the school is committed to supporting ELL student success. By aligning professional development with targeted instructional strategies, this plan fosters improved student outcomes, greater teacher efficacy, and a cohesive, school-wide commitment to equitable education for ELLs.
This study explored how bilingual Latine teacher candidates (TCs)—undergraduate students in a teacher preparation program working toward obtaining a teaching license and identifying as individuals from Latin America or of Latin American descent, using the gender-neutral term in Spanish, “Latine”, to encompass all genders—identified and addressed cultural assumptions in mathematics questions on the STAAR (State of Texas Assessments of Academic Readiness) test. Twenty Latine TCs who were enrolled at a major southern research university (pseudonym: Southland University) program reviewed fifth-grade STAAR mathematics questions to assess cultural assumptions and suggest revisions for cultural relevancy. The findings reveal that the TCs identified cultural assumptions in questions about probable unfamiliar currency, non-standard measurement units, and culturally specific terms that could impede students’ understanding. In their revisions, the TCs proposed simplifying language and provided contextual examples to enhance clarity, aligning with the first tenet of culturally relevant pedagogy (CRP). However, few revisions addressed CRP’s second and third tenets, which involve fostering cultural competence and critical consciousness. This study underscores the importance of integrating comprehensive CRP training in teacher preparation programs to better equip TCs to create culturally responsive teaching practices. The findings contribute to ongoing discussions about improving the cultural relevancy in standardized tests and supporting diverse student populations in achieving academic success.
The number of English language learners, often referred to as emergent multilinguals (EMs), in schools has significantly increased over the last decade, and teachers are not fully prepared to teach this growing population because of limited training and a lack of skills necessary to address academic needs in both language and content. This mixed-methods study explored the effectiveness of an online professional development (PD) to increase teachers’ knowledge, skills, use, and self-efficacy in teaching science, technology, engineering, math, and social studies (STEMSS) content and the English language in tandem. Vygotsky’s socio-cultural theory and Lave and Wenger’s community of practice theory guided the development, documentation and analysis of the impact of the professional development. Twenty-four Arizona K-12 teacher participants completed a pre-survey, an online PD, and, finally, a post-survey and interview. Dependent t-test results provided evidence the PD significantly increased participants’ self-reported knowledge, use, and self-efficacy to support EMs’ academic vocabulary in content areas. The impact of the PD on these three constructs was further supported with data-driven themes generated from the interview data. Participants overwhelmingly valued the peer interaction for increasing their knowledge and understanding of effective pedagogical practices and their self-efficacy in supporting EMs in their classrooms.
This chapter provides an overview of the transformative potential of integrating computational thinking (CT) with computer-assisted language learning (CALL) within the field of foreign language education. This chapter, in particular, begins with a historical overview of the progression of technology, particularly the advent of computers, in the domain of language education, tracing how the integration of information and communication technology (ICT) has evolved to enhance language learning experiences. This chapter offers insights into the concept of CALL, defined as the process of learning languages in any setting through the use of computer technologies, and discusses its significance in creating enriched language learning environments. This chapter draws on a critical examination of three prominent perspectives that have surfaced in relation to the synergy between language learning theories, general learning theories, and their interplay with ICT: the structural, the cognitive/constructivist, and the sociocognitive. Through this examination, it is argued that the integration of design-based learning (DBL) and CT within language education is a contemporary manifestation of socio-cognitive theory, providing a dynamic and interactive learning experience that equips learners for real-world communication. The chapter further introduces CT-driven DBL activities as a novel approach to incorporating CT into language education, challenging misconceptions about the complexity of teaching CT. A detailed discussion on the steps of the standard design process and the concept of backwards thinking in DBL is presented, underscoring the importance of the symbiosis of cognitive engagement and physical action in the cultivation of ideas and solutions and establishing a foundation for effective and immersive language learning practices. Finally, this chapter concludes with theoretical insight and practical guidance for educators seeking to harness the power of CALL and CT in language education, paving the way for innovative practices through DBL.
This chapter examines the foundations of growth in teachers’ epistemic agency. The transmission of diverse forms of knowledge relies on the collaborative construction of knowledge within both iterational and practical-evaluative dimensions by various stakeholders (e.g., experts, policymakers, teachers, specialists) over time and in context. The chapter identifies three mechanisms that contribute to the expansion of teachers’ epistemic agency, including habitualization, expert-supported experimentation, and trans-semiotizing. Power dynamics play a critical role in knowledge acquisition and creation, underscoring the need for scholarly attention on conventional frameworks that often prioritize “accurate” and “appropriate” knowledge. This result calls for a space for critical reflection and negotiated meaning-making. Within this context, cross-curricular collaboration emerges as vital, as the unique perspectives offered by different disciplinary backgrounds provide abundant affordances for fostering teachers’ epistemic agency.
The learning of English as a foreign language in a context where English is considered a third or fourth language leads to many difficulties for these learners, both socially and academically. This study aims to investigate the field of English language learning in such a way as to find and implement adequate teaching strategies with which teachers can accelerate the pace of learning of their learners, thereby allowing them to develop quickly their linguistic performance. The study is based on mixed-methods dimensions where a survey was conducted among 444 non-English department students in the Faculty of Legal, Economic, and Social Sciences, Cadi Ayyad University, Marrakech, Morocco. The participants are composed of two groups: undergraduates and master students. The findings of the research reveal some of the linguistic issues the learners face in terms of acquiring the English language by taking into consideration important factors such as time, energy, resources, and proficiency. In order to find a concrete solution to the problem of learning in terms of its accelerating mode, we opted for the adoption of a teaching model that should be comprehensive and instructional in such a way as to improve the language learning of students within limited periods. Through the discussion of the results after taking two experimental tests and the implementation of the Comprehensive Instructional Model of Language Learning (CIMLL) among the master students, we came to a conclusion that revealed the extent to which the majority of these students were conscious about the utility of learning the English language. It then became a requirement for them to succeed in their academic studies in terms of research and the development of their linguistic skills. Based on the existing literature, few studies seriously investigate the issue of acceleration and the sustainability of students’ learning of English, especially since there is no clear-cut model of teaching that adopts this technique.
Teacher language awareness for content and language integration (TLA for CLI) is the special type of knowledge and perception of language required by teachers who teach content through a second or foreign language or combine language and content instruction. This Special Issue examines how TLA for CLIL is conceptualized and developed in diverse settings, from primary to tertiary education, around the world (North and South America, Asia, and Europe). Building on Edge’s framework of three domains of language teachers’ knowledge (user, analyst, teacher) and Andrews’ work on teacher language awareness, the six studies use various theoretical lenses and methodological options to explore TLA for CLI in their respective settings. Key emerging themes include the theory-practice relationship in TLA, the role of collaboration in developing TLA for CLI, the impact of teachers’ epistemological beliefs, the importance of critical language awareness, and the need for a plurilingual perspective. After examining the cross-cutting themes in the six studies, the editorial proposes expanding the construct of TLA for CLI to incorporate critical sociolinguistic perspectives, plurilingual competence, and disciplinary literacy.
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