sheltered instruction observation protocol (siop)
DESCRIPTION
Sheltered Instruction Observation Protocol (SIOP). PSRC. Leonardo Romero. SECOND LANGUAGE ACQUISITON. Participants will: Distinguish between conversational language and academic language in second language acquisition theories. Identify basic concepts of second language acquisition. - PowerPoint PPT PresentationTRANSCRIPT
PSRC SIOP: Train the Trainer 2009
Sheltered Instruction Observation Protocol (SIOP)
Leonardo Romero
PSRCPSRC
SECOND LANGUAGE
ACQUISITON
Objectives
Participants will:• Distinguish between
conversational language and academic language in second language acquisition theories.
Identify basic concepts of second language acquisition
Participants will:
Identify and discuss developmental language and how it relates to conversational and academic language
Content Objectives Language Objective
PSRC SIOP: Train the Trainer 2009
Learning a new language
When learning a new language, learners use everything they have:Their cultureTheir first languageTheir educational backgroundTheir personal experiencesTheir new environment
PSRC SIOP: Train the Trainer 2009
Learning a new language
When learning a new language, you must learn: New sounds A new grammar Lots of new vocabulary Social and academic language Strategies to mend communication breakdowns How to say things appropriately in different social
contexts to avoid cultural shocks, for instance. Many different functions of the language
(disagreeing, complaining, arguing, etc.)
PSRC SIOP: Train the Trainer 2009
English Learners need to learn English ASAP!
Shouldn’t we
insist
on English
ONLY?
PSRC SIOP: Train the Trainer 2009
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.
Language is part of culture. Value ELLs’ language and they will feel appreciated.
PSRC SIOP: Train the Trainer 2009
Why do some students learn English easier than others?
Concepts already learned in the native languageAcquiring new concepts, skills, sounds,
meaning, structure and developing specialized content and vocabulary is double the work
Formal schooling in their first languageBe aware of students prior knowledge and
plan lessons to address their needs
PSRC SIOP: Train the Trainer 2009
Why do some students learn English easier than others?
Positive attitudes on language learningPositive attitudes toward self, the native
language group, and the target language group enhance proficiency (Brown, 2007)
PSRC SIOP: Train the Trainer 2009
SLA Group Activity
Obtain factor card Discuss what you know
about the factor. Describe how the factor
affects instruction and planning
Place in order from most control to least control
PSRC SIOP: Train the Trainer 2009
Second Language Acquisition
Of all the factors
which affect SLA,
which ONE
do YOU
have the most control over?
PSRC SIOP: Train the Trainer 2009
SLA Vocabulary (con’t)
ESL
English as a Second Language
PSRC SIOP: Train the Trainer 2009
SLA Vocabulary (con’t)
LEP
Limited English Proficiency
PSRC SIOP: Train the Trainer 2009
SLA Vocabulary
ELL’s
English Language Learners
PSRC SIOP: Train the Trainer 2009
SLA Vocabulary (con’t)
L1First Language
Native Language
Primary Language
Mother Tongue
PSRC SIOP: Train the Trainer 2009
L2Second LanguageTarget Language
Tell about your ELL Students…
How many ELL students are in your school/grade/class?
Where are the students from and what are their L1s?
What are their proficiency levels? What do you like about working with
them? What are the challenges?
PSRC SIOP: Train the Trainer 2009
Social and Academic Language
CALP
(Cognitive Academic Language Proficiency)
Watch your BICS and CALP!
BICS
(Basic Interpersonal Communication Skills)
PSRC SIOP: Train the Trainer 2009
The Iceberg Theory
BICS
CALP
PSRC SIOP: Train the Trainer 2009
Jim Cummings
CMS SIOP Train the Trainer 2008
Stages of Language Development
10 hours - 6 months
+ 6 months
+ 1 year
+ 1 year
Continued language development+ 5 – 10 years
Stages of Language Development
Proficiency levels:
PREPRODUCTION EARLY PRODUCTION
SPEECH EMERGENCE
INTERMEDIATE FLUENCY
Desciptors: Extremely limited comprehension• Silent period• Passive vocabulary• Non-verbal responses
Do not force student to speak
Comprehend main ideas Respond in of one/two words Mispronunciation
If comprehension occurs, no need for correction.
Shift from reception to production Written responses to simple questionssimple spoken sentence Requesting information /assistance / describing & expressing feelings
Peers help as models
very good comprehensioncomplex sentences Academic information More elaborated speech patterns
Get student involved in projects and brief oral presentations
Performance indicators:
point drawmove mimematch selectchoose circle act out
name listlabel grouptell/say answerrespond
recall summarizeretell describedefine role-playexplain restatecompare contrast
analyze createdefend debatejustify evaluatecomplete supportexamine describe
PSRC SIOP: Train the Trainer 2009
Stages of Language Development
Watch the video. What is the possible
stage of language development of this ELL?
What language skill(s) does he need to improve for his job? Why?
PSRC SIOP: Train the Trainer 2009
PSRC SIOP: Train the Trainer 2009
Stages of Language Development
Proficiency levels:
PREPRODUCTION EARLY PRODUCTION
SPEECH EMERGENCE
INTERMEDIATE FLUENCY
Desciptors: Extremely limited comprehension• Silent period• Passive vocabulary• Non-verbal responses
Do not force student to speak
Comprehend main ideas Respond in of one/two words Mispronunciation
If comprehension occurs, no need for correction.
Shift from reception to production Written responses to simple questionssimple spoken sentence Requesting information /assistance / describing & expressing feelings
Peers help as models
very good comprehensioncomplex sentences Academic information More elaborated speech patterns
Get student involved in projects and brief oral presentations
Performance indicators:
point drawmove mimematch selectchoose circle act out
name listlabel grouptell/say answerrespond
recall summarizeretell describedefine role-playexplain restatecompare contrast
analyze createdefend debatejustify evaluatecomplete supportexamine describe
PSRC SIOP: Train the Trainer 2009
How can I help students acquire English?
Use routines, models, visuals, and nonverbal cues
Provide feedback focusing on meaning. Later focus on form (grammar, spelling)
Focus on understanding and extending meaning of what student is trying to communicate - elaboration
Use language at or just beyond the student’s level of understanding – use voice, gestures, and pictures to scaffold understanding
Provide opportunities for meaningful oral and writteninteraction – not drills and worksheets
PSRC SIOP: Train the Trainer 2009
Why doesn’t my new ESL student talk to me? How can I assess?
Just as native speakers as young children understand more than they can say, second language learners may understand but not speak.
The Silent Period
Silent period can last for several months.
Ask the student to demonstrate understanding by:
pointing gesturing matching
acting out drawing a picture
PSRC SIOP: Train the Trainer 2009
Did We Meet Our Objectives?
Participants will:• Distinguish between
conversational language and academic language in second language acquisition theories.
Identify basic concepts of second language acquisition
Participants will: Identify developmental
language and how it relates to conversational and academic language
Discuss orally one key point about each of the eight features that affect second language acquisition.
Content Objectives Language Objectives
PSRC SIOP: Train the Trainer 2009
No Teacher should FAIL an ELL if that teacher has not
offered instructional and testing accommodations to the
student.
WARNING!!
PSRC SIOP: Train the Trainer 2009