It has been a while since my last fray into English Language (EL) learners and I am having an increasing number in my classes, I thought it was time to do a little more research. Making Content Comprehensible for Secondary English Learners: The SIOP Model by Jana Echevarria, MaryEllen Vogt and Deborah J. Short seemed like a good fit. Years ago I took an asynchronous class on SIOP and this book was a great companion to that information. The text is broken into parts: an introduction, elaboration on each major component of the model and a discussion on major concerns and conclusion.
The piece that seems to truly set it apart from other teaching systems is the language objective. The model requires both a content and a language target for each lesson. They admit that a lesson might take more than one day, but the objectives guide everything else. By writing them out, both the students and the teacher are focused on both. The language objective could include use a limited number of vocabulary terms in discussion, practice using a particular academic language structure such as if-then or x because y, use verbs to describe character actions, or language tasks such as summarize a passage. See a scope of language tasks from WIDA here. Be aware that language learners need to address prerequisite skills, not just those at the current grade level. Ideally, student in rich language environments should progress through skills below grade level in English at a faster rate, so long as they have the skill in their first language.
As a special education teacher, I find many of my students have limited language skills. Creating a focus on language is essential for them as well. Toward that end, the SIOP model has research supporting its use with all students, not just ELs. Consequently it makes for a great Tier one intervention to increase language skills among students. Since language is the medium through which we learn, think and demonstrate what we know, it is essential that all students continue to develop their skills.
Another key component of the system is vocabulary development. At the secondary level, we expect students to learn extensive collections of words. Each subject could probably provide a list of 5-20 content specific vocabulary each week. That is independent of the academic (Tier 2) words like compare, summarize and explain, that we expect students to be fluent with. High School is undoubtedly one place where language learning is emphasized. Without teachers recognizing and truly working on vocabulary development, our students will continue to struggle whether they are ELs or not. One suggestion that the authors propose is word walls. These tools display key vocabulary students need to use. One tool that is similar to Frayer Charts that I have used is the 4-corners Vocabulary chart (see image below). Students could use this tool to create personal vocabulary journals or teachers could use them as part of a word wall.
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