Effective Practices for English Language Learners: Infusing Culturally Responsive Teaching into the SIOP Model Dr. Rebecca L. Canges Dr. Lorretta Chávez Metropolitan State College of Denver
Research Definition of Sheltered Instruction/SDAIE A means for making grade-level academic content (e.g., science, social studies, math) more accessible for English learners while at the same time promoting their English language development.
Development of the SIOP Model THE SHELTERED INSTRUCTION OBSERVATION PROTOCOL
Initial SIOP Study: The Effects of Sheltered Instruction on the Achievement of LEP Students Center for Research on Education, Diversity & Excellence (CREDE) 7-year research study (1996-2003) Field-testing of professional development model Findings indicated the SIOP is a highly reliable and valid measure of sheltered instruction (Guarino, et al., 2001). In a quasi-experimental study (gr. 6-8), using a prompt requiring expository writing, ELs in classes with SIOPtrained teachers outperformed and made greater overall gains than ELs in classes with non-siop-trained sheltered teachers (Echevarria, Short & Powers, 2006)
Sample SIOP protocol
New Publications on SIOP Research Echevarría, J., & Short, D. (2011). The SIOP Model: A professional development framework for comprehensive schoolwide intervention. Washington, DC: Center for Research on the Educational Achievement and Teaching of English Language Learners. Retrieved from http://www.cal.org/create/resources/pubs/professional-developmentframework.html Echevarria, J., Richards-Tutor, C., Chinn, V., & Ratleff, P. (2011). Did they get it? The role of fidelity in improving teaching for English Learners. Journal of Adolescent and Adult Literacy, 54 (6), 425-434. Echevarria, J., Richards, C., Canges, R., & Francis, D. (2011). Using the SIOP Model to promote the acquisition of language and science concepts with English learners. Bilingual Research Journal, 34 (3), 334-351. Short, D., Echevarria, J., & Richards-Tutor, C. (2011). Research on academic literacy development in sheltered instruction classrooms. Language Teaching Research, 15 (3), 363-380. Short, D., Fidelman, C., & Louguit, M. (2012). Developing academic literacy through the sheltered instruction. TESOL Quarterly. 6
The SIOP Model Sheltered Instruction Observation Protocol (Echevarria, Vogt, & Short, 2000; 2004; 2008; 2010) Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice & Application Lesson Delivery Review & Assessment
The SIOP Model (Echevarria, Vogt, & Short, 2000; 2004; 2008; 2010) Lesson Preparation content & language objectives; supplementary materials; meaningful activities Building Background explicit connections to students experiences & past learning; vocabulary development Comprehensible Input variety of ESL techniques; clear explanation of academic tasks; adapted content & materials, as needed Strategies metacognitive and cognitive learning strategies; scaffolding; higher order questions & tasks
Background vs. Intelligence What is a blue tick? A hound dog What is a hana bana? A runny nose
The SIOP Model (Echevarria, Vogt, & Short, 2000; 2004; 2008; 2010) Interaction frequent opportunities for oral language practice; grouping configurations supporting objectives; sufficient wait time; L1 clarification, as needed Practice & Application hands-on practice with content & language; reading, writing, listening, speaking in all lessons Lesson Delivery objectives supported by lesson delivery; high student engagement; appropriate pacing Review & Assessment review & assessment of vocabulary and key concepts; academic feedback SOMETHING ELSE TO CONSIDER
Culturally Responsive Teaching Nieto (2000) recognizes, respects, and uses student s identities and backgrounds as meaningful sources for creating optimal learning environments. Becoming culturally responsive is an ongoing process that evolves as we learn more about ourselves, our world and other cultures. first look at your own culture - especially if it is part of our country s dominant culture from the worldview of others; have an open mind to what you don t understand; and be ready to learn new ways of looking at and doing things (Northwest Regional Education Laboratory, 2005, pg 6)
CRT (con t) CRT is based on culture being central to student s learning, it bridges the gap between home culture and school culture [Culture is] a way of life it is the lens through which we look at the world. It influences how we process learning, solve problems and how we teach (Chartock, 2010, pg. 4). Teachers need to consistently reflect on their own cultural assumptions, values, and biases and how these may influence their expectations and interactions with students Culturally responsive teachers are constantly monitoring classroom behaviour, verbal and nonverbal communication of students There is no one size fits all CRT, African American students from rural Mississippi are different than those from Compton and second generation Cubans are different than recent immigrants from Mexico
Cultural Considerations What is the role of the family in their culture? How important is education? What are their views on teachers (respected, revered, etc.)? Is punctuality a concern? What are the traditional roles for men and women? What country are they from, how long, urban or rural, why, etc. Interactional Styles (handout) Learning Styles (handout)
CRT and SIOP Components All SIOP components can be purposely infused with CRT The focus today will be on: Building Background - Word Wizards Comprehensible Input Framed Outlines Interaction choices think, pair, share or journal, pairs/trios/cooperative groups or independent work
Application of the SIOP Model: Lesson planning and delivery Teacher self-reflection Classroom observation by administrators, coaches, coordinators Research observation for fidelity of model implementation University supervision and observation of student teachers
The SIOP Model (Echevarria, Vogt, & Short, 2000; 2004; 2008; 2010) A way for teachers to consistently and systematically implement practices that will both make content comprehensible and develop English language skills. Eight components and 30 features provide a blueprint for effective lessons. Applicable for all subject areas, all grade levels and all English proficiency levels. Only research validated model of sheltered instruction for ELs at present. Latest research indicates it benefits all students. Research-based approach for Tier 1 in RTI. Utilizing SIOP and CRT ensures a caring and rich environment where all students can thrive affectively, culturally and academically.
THANK YOU! --QUESTIONS???
References for Culturally Responsive Teaching CHARTOCK, R. K., (2010) STRATEGIES AND LESSONS FOR CULTURALLY RESPONSIVE TEACHING: A PRIMER FOR K-12 TEACHING. BOSTON, MA. PEARSON EDUCATION, INC. JOHNSON, A., (2010). TEACHING MATHEMATICS TO CULTURALLY AND LINGUISTICALLY DIVERSE LEARNERS. BOSTON, MA. PEARSON EDUCATION, INC. NIETO, S. (2000). AFFIRMING DIVERSITY (3 RD ED.). NEW YORK: LONGMAN. VILLEGAS, A.M., AND T. LUCAS. (2002). EDUCATING CULTURALLY RESPONSIVE TEACHERS: A COHERENT APPROACH. ALBANY: STATE UNIVERSITY OF NEW YORK PRESS. WEBB, L.M., METHA, A., JORDAN, K.F. (2013). FOUNDATIONS OF AMERICAN EDUCATION. BOSTON, MA. PEARSON EDUCATION, INC.