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 “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.

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.

Language Acquisition Virginia Collier,

The WIDA Continuum of Second Language Acquisition Entering  Concrete  Explicit  Familiar  General Reaching  Abstract  Implicit  Unfamiliar  Technical (WIDA Resource Guide 2007 Edition p. RG-12)

Stages of Language Development Proficiency levelsHow long?How many words? Preproduction Lv 1-Entering 10 hours- 6 months 500 receptive Early Production Lv 2- Emerging + 6 months1000 receptive/active Speech Emergence Lv 3-Developing + 1 year3000 active Intermediate Fluency Lv 4-Expanding years6000 active Continued language development Lv 5/6-Bridging/Reaching yrcontent area vocabulary

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

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) Mitosis 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.

Isn’t 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)

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.

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.

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.The more English students hear, the more English they will learn.

What Do You Think? answers 4.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.

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.