The SIOP ® Model Understanding the English Learners in your Classroom

The SIOP® Model

Understanding the English Learners in your Classroom

Objectives: We will…

Content Objectives

Understand the basic processes of acquiring a second language.

Language Objectives Use appropriate

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

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

students.

Understanding the ELs in your Classroom

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.

How do students learn a second language?

LEARNING

memorize vocabulary and rules

• Drill and practice• Vocabulary and

rules

ACQUIRING

subconscious

• Internalize rules of language

• Follow predictable stages

• Listen and read just slightly above the level of comprehension

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.

The “Silent Period”

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

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

Social Language (BICS)

Language, Setting, Degree of Understanding, Topic, Clues, Clarification

Cognitive Academic Language Proficiency (CALP)

MitosisMitosis

Wah, wah wah

Wah wah!

Language, Setting, Degree of Understanding, Topic, Clues, Clarification

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.

English Learners need to learn English asap! Shouldn’t 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.

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)

What Do You Think? answers

1. Children have acquired a second language when they can speak it.

2. Students would acquire English more quickly if they only spoke English at home instead of their first language.

3. 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.

How can I help students acquire English?

Objectives: How did we…

Content Objectives

Understand the basic processes of acquiring a second language

Language Objectives Use appropriate

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