The SIOP

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The SIOP ModelUnderstanding the English
Learners in your Classroom
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Objectives We will

• Content Objectives

• Language Objectives

• Understand the basic processes of acquiring a
  second language.

• Use appropriate negotiation strategies (I
  respectfully disagree, It seems to me) to
  discuss views on learning a second language in
  academic contexts.

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Understanding the ELs in your Classroom

• Knowledge of second language acquisition is
  essential for meeting the needs of LEP students

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Second Language Acquisition

• Specific techniques used with ELLs can make
  content courses more comprehensible to students
  struggling with language issues. A successful
  teacher is not only aware of these techniques,
  but can effectively implement them in the
  classroom.
• Short, Deborah, Justine Hudec, and Jana
  Echevarria. (2002) Using The SIOP Model
  Professional Development Manual for Sheltered
  Instruction.

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Second Language Acquisition

• When policies and programs that complement the
  research on second language acquisition are in
  place, we see more positive outcomes.
• Echevarria, J., Vogt, M.E., Short, D. (2013)
  Making Content Comprehensible for English
  Learners The SIOP Model.

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Language Acquisition

• Virginia Collier, 1994

http//www.ncela.gwu.edu/files/rcd/BE020668/Acquir
ing_a_Second_Language__.pdf
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The WIDA Continuum of Second Language Acquisition

• Entering

• Reaching

• Concrete
• Explicit
• Familiar
• General

• Abstract
• Implicit
• Unfamiliar
• Technical

(WIDA Resource Guide 2007 Edition p. RG-12)
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Stages of Language Development
Proficiency levels How long? How many words?
Preproduction Lv 1-Entering 10 hours- 6 months 500 receptive
Early Production Lv 2- Emerging 6 months 1000 receptive/active
Speech Emergence Lv 3-Developing 1 year 3000 active
Intermediate Fluency Lv 4-Expanding 1.5 years 6000 active
Continued language development Lv 5/6-Bridging/Reaching 5-10 yr content area vocabulary
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How do students learn a second language?

• ACQUIRING
• subconscious
• Internalize rules of language
• Follow predictable stages
• Listen and read just slightly above the level of
  comprehension

• LEARNING
• memorize vocabulary and rules
• Drill and practice
• Vocabulary and rules

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Why do students appear to understand but will not
respond?

• The Silent Period
• Just as native speakers as young children
  understand more than they can say, second
  language learners may understand but not speak
• Silent period can last for many months
• Ask the student to demonstrate understanding by
  pointing/gesturing/matching/acting out/drawing a
  picture

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The Silent Period

• Ask the student to demonstrate understanding by
• pointing
• gesturing
• matching
• acting out
• drawing a picture

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I hear ELs speaking English all the time, but not
in class. Why?

• SOCIAL LANGUAGE
• Basic Interpersonal
• Communication Skills (BICS)
• conversational language (WIDA Standard 1)

• ACADEMIC LANGUAGE
• Cognitive Academic Language Proficiency (CALP)
• grade-appropriate language of the content area

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Social Language (BICS)
Language, Setting, Degree of Understanding,
Topic, Clues, Clarification
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Cognitive Academic Language Proficiency (CALP)
Mitosis
Wah, wah wah Wah wah!
Language, Setting, Degree of Understanding,
Topic, Clues, Clarification
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Experience it

1. Get up and find one person with hair color
   similar to yours.
2. Decide who will be first and who will be second.
3. Surprise!
4. Do the one minute n activity.

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Isnt it harder to learn a second language the
older you are?

• Pronunciation will be more native-like with
  younger learners
• Older and younger learners are both equally
  capable of acquiring a second language
• Older learners have more abstract thinking
  skills
• (See handout -Myths and Misconceptions About
  Second Language Learning)

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English Learners need to learn English asap!
Shouldnt we insist on English ONLY?

• Native language should be valued
• Learning English is an additive process L1
  should not be lost in the process
• Meaningful interaction in both languages
  strengthens language acquisition
• Very young students are still developing L1
  abilities at the same time they are acquiring L2
• Discussing concepts in L1 can help students gain
  content knowledge and affirm understanding.

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Why do some students learn English easier than
others?

• Concept already learned in the native language
• Acquiring new concepts, skills, sounds, meaning,
• Developing proficiency in academic English and
  learning content is double the work
• Dependent on formal schooling in their first
  language
• More challenges if not on grade level in the
  first language.
• Be aware of students prior knowledge and plan
  lessons to address their needs.

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Factors Affecting Second Language Acquisition

• Motivation
• First language development
• Language distance and attitude
• Access to language

• Age
• Personality and learning style
• Peers / role models
• Quality of instruction
• Cultural Background

• (See handout Contextual Factors in Second
  Language Acquisition)

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What Do You Think? answers

• Children have acquired a second language when
  they can speak it.
• Students would acquire English more quickly if
  they only spoke English at home instead of their
  first language.
• The more English students hear, the more English
  they will learn.

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What Do You Think? answers

• Younger students learn English more quickly and
  more easily than older students.
• 5. Students who are literate in their first
  language will learn to read and write in English
  more quickly than those with no literacy skills
  in L1.
• 6. English language learners need one year of
  intensive English instruction to function without
  assistance in a regular classroom.

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How can I help students acquire English?
SIOP
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Objectives How did we

• Content Objectives

• Language Objectives

• Understand the basic processes of acquiring a
  second language.

• Use appropriate negotiation strategies (I
  respectfully disagree, It seems to me) to
  discuss views on learning a second language in
  academic contexts.