Sheltered Instruction Observation Protocol (SIOP) is an approach that allows English as a Second Language (ESOL) learners to have meaningful opportunities to participate in specific core content classes. SIOP aims to make information more obtainable for ESOL learners by identifying core objectives in language and content simultaneously. In a sense, content teachers of subjects like science, for example, break down their lessons to the bare essentials and then become a bit of an ESL teacher along the way. In this short essay, I plan to discuss the pitfalls of the past, how SIOP works to fix those problems, and the biggest strength I see in this approach.
Why SIOP? What are the problems?
1
1
BICS
CALP An interesting situation surrounding modern learners is the idea that there are two types of language to be learned. Learners pick up language for casual conversation and informal settings. This is known as basic interpersonal communication skills(BICS). However, while learning specific content areas in school another form of language is needed. This is known as cognitive academic language proficiency(CALP).(Rhodes, Ochoa, and Ortiz 70) To put it into perspective, asking where the bathroom is BICS while discussing gravity would be CALP. A problem occurs when we ask questions that are academic in nature but the learner has never been exposed to this kind of language.
2
ELL students fall further behind with each year of instruction, until they arrive in high school with gaps in their academic background and insufficient knowledge of English. Because many of these students are fluent in conversational English(at this point), teachers don’t realize that they continue to need support to succeed with tasks that require them to understand and use academic English.(775)
3
Let’s take the example of a student who moves to the United States at age 6 and their parents do not speak English at home. The student is an ESOL learner struggling to learn basic English(BICS) and has to keep up with peers in different core content areas like math(CALP). What can be done? In the past, intentions were good but misguided attempts to “dumb down” the material left students behind. Thinking an ESOL learner could not understand, the teacher avoided asking certain things to the student. The student was excluded from class discussions in many instances. After years of this sort of education, their BICS improved but the result became as Lewis-Moreno notes:
The teacher did them a disservice without even knowing it. As Herrera and Murry note: “...effective teachers plan lessons that are accomodative but also challenging for students who are acquiring English.”(284)
4
2
SIOP to the RESCUE!
Although this essay focuses on ESOL learners, the great thing about the SIOP is that it really could help with any learner. O’Neal and Ringler present an interesting scenario when they pose these questions:
5
What if a student doesn’t speak “academic language”? What if his or her(the student’s) dialect is a regional variety that is dramatically different from the standard rules of grammar and has a non mainstream lexicon?(51)
SIOP presents a detailed step-by-step approach which helps present academic material to students who may have extra circumstances of almost any sort, like regional diction or those who are learning English as a second language. On a fundamental level the SIOP gets down to the core of what teaching is all about, knowing, understanding, and relating to our students so we can present the material in a way that is best for them. How does it do that?
6
Crucial to the process of including ESOL learners in academic classroom settings is defining the learning objectives for the content but more importantly defining language objectives so that ESOL learners will be able to participate verbally in discussions. For example, in a science class students may be required to learn the differences between mammals and reptiles. From an academic standpoint this will involve talking about differences in how their bodies work for example. From a language point of view, ESOL students will have to be prepared to use comparatives and superlatives so they can communicate their thoughts. While defining objectives, the protocol mixes supporting features from popular learning theories like constructivism and sociolinguistics. The protocol acknowledges the constructivist claim that learning a student’s background knowledge is vital by including a building background stage in the process. The protocol aims to connect past knowledge and culture with future learning. Keeping with sociolinguistics theories, the protocol encourages authentic hands-on activities “where beginners move from the edge of a learning community to its center as they develop expertise.�(Tompkins 7) Students work to become the master on their own. These theories have been field-tested with the SIOP and have had positive results. Perhaps for some the successful application of these is enough, but SIOP holds an advantage that perhaps is even greater.
7
What are we studying about?
It's not what you say, it's how you say it!
what kind of language will we use to talk about it? 8
3
9
COME TOGETHER
One of SIOP’s greatest achievements is creating a system for delivering specific academic content in a thoughtful way so ESOL learners can participate. As stated before, SIOP not only thinks about what content objectives teachers should focus on but with ESOL learners in mind, the language surrounding that content is also taken into account. This is in itself is great for students but SIOP’s structure also benefits school staff through collaboration. By thinking about both kinds of objectives, SIOP creates a situation where both content teachers and ESOL teachers can efficiently work on lessons together. This opportunity for collaboration is a huge advantage over other systems because now content teachers are able to learn more about ESOL students’ language needs through the skilled eyes of ESOL teachers. More people are involved in the process, giving ESOL students the added help they need. Given the social situations surrounding many ESOL programs, this helps relieve some of the burdens!
10
One issue that seems to surface is extra help for ESOL learners. Parents of native english students see the idea of ESOL learners getting extra help as unfair, even though ESOL students desperately need it. SIOP allows for extra help without much more effort or cost. Therefore, those parents will not be upset. A second issue is the widespread use of ESL programs. Although it has been shown that bilingual programs seem to be most effective in the acquisition of a second language, ESL programs exist for a number of factors such as school location and available resources(staff, money, …).(Herrera and Murry 108) Unfortunately, certain variations like ESL pull-out programs “typically treat language learning in isolation and …. pay little or no attention to content objectives.”(Herrera and Murry 116) Despite knowing these negatives ESL programs are sometimes the only choice. SIOP gives more direction to ESL programs and makes the best of these less than ideal conditions. The ESOL and content teachers create a team, making the best use of what they have.
11
Conclusion In other models only one or maybe two teachers would work with ESOL students and often their lessons would be disconnected. The content teacher would try to “dumb down” their lesson or often avoid ESOL students completely. The ESL specialist would try to help ESOL learners but with limited direction. SIOP gives a map for all teachers to communicate on the same level. Ironically, SIOP is its own language in a sense. By “speaking the language of this protocol” teachers and students can all come together and learn complex ideas in English.
12
references Rhodes, Robert L., Salvador Hector Ochoa, and Samuel O. Ortiz. Assessing Culturally and Linguistically Diverse Students. New York: The Guilford Press, 2005. “Shared Responsibility: Achieving Success with English Language Learners” Phi Delta Kappan Magazine. Betsy Lewis-Moreno, 2007. Web. 25 Jun. 2014. Herrera, Socorro G., Kevin G. Murry. Mastering ESL and Bilingual Methods. Boston: Pearson Education, 2005. “Broadening Our View of Linguistic Diversity” Phi Delta Kappan Magazine. O’Neal, Debra, Marjorie Ringler, 2010. Web. 25 Jun. 2014. Gail E. Tompkins. Literacy in the Early Grades. Boston: Pearson Education, 2003.
This document was prepared for ESOL884 ESOL Methods and Materials. Travis Landers is pursuing a graduate degree in education with a focus on ESOL learners. This document was part of that process.
13