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Descriptors:
Academic Discourse; Achievement Tests; English (Second Language); Professional Development; Second Language Learning; Language Proficiency; Oral Language; Quasiexperimental Design; Effect Size; Middle School Students; High School Students; Language Tests; Instructional Effectiveness; Teaching Methods; Academic Achievement

Abstract:
This article describes a study examining the effects of Sheltered Instruction Observation Protocol (SIOP) model instruction on the academic language performance of middle and high school English language learners. The SIOP model is an approach for teaching content curriculum to students learning through a new language. Teachers employ techniques that make the content concepts accessible and also develop students' skills in the new language. Using a quasi-experimental design, the research was conducted in content area and English as a second language classes in two districts in northern New Jersey over 2 years. The analysis presents student achievement data from state-mandated language proficiency tests in the final year of the intervention, after most of the treatment teachers had completed their professional development in the SIOP model. There were statistically significant differences in the average mean scores in favor of the treatment student group on Writing, Oral Language, and Total English scores of the IDEA Language Proficiency Tests with small to medium effect sizes. The results from this study show that the SIOP model offers a promising approach to professional development that can improve the quality of instruction to English language learners and increase their English language achievement. (Contains 5 figures, 8 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Discourse; Intervention; Second Language Learning; Literacy; Language Skills; English (Second Language); Teaching Methods; Academic Achievement; Standardized Tests; Measures (Individuals); Professional Development; Educational Quality

Abstract:
This article describes an extended program of research in sheltered instruction and the effects on the academic literacy development of English language learners. It also highlights the challenges of scaling up an instructional intervention. The intervention was the Sheltered Instruction Observation Protocol (SIOP) Model, an approach that teaches subject area curriculum to students learning through a second language using techniques that make the content material accessible and also help develop the students' second language skills. Three successive studies looked at teacher change over time and student achievement on standardized assessments and researcher-developed measures. Results of the three studies reveal that students with teachers who were trained in the SIOP Model of sheltered instruction and implemented it with fidelity performed significantly better on assessments of academic language and literacy than students with teachers who were not trained in the model. The article offers guidance for strengthening professional development for teachers so the quality of instruction they deliver to English language learners improves and the students strengthen their English language and academic outcomes. (Contains 4 tables and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Acculturation; Diversity (Student); English (Second Language); Immigrants; Limited English Speaking; Multicultural Education; Nontraditional Education; Secondary Education; Urban Schools

Abstract:
Examines the small but growing presence of newcomer programs being implemented in urban middle and high schools, providing the rationale for newcomer schools for recent, limited-English-speaking immigrants and summarizing data collected from a national study. Describes program designs in urban schools and their educational goals, instructional practices, and acculturation strategies. Vignettes about selected programs illustrate the data. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Standards; Access to Education; Educational Objectives; English (Second Language); Equal Education; Futures (of Society); Second Language Learning

Abstract:
This digest discusses the rationale behind and development of the English-as-a-Second-Language (ESL) standards. To ensure that English language learners (ELLs) would have access to effective educational programs and the opportunity to reach high standards, the Teachers of English to Speakers of Other Languages (TESOL) decided to pursue the development of the ESL standards. A conceptual framework that articulated TESOL's vision of effective education for ELLs was drafted. The framework calls on all educational personnel to assume responsibility for ELLs and demands that schools provide these students with access to all services, such as gifted and talented courses. The framework also lists principles of second language acquisition and explains the benefits of bilingualism and the contribution of native language proficiency to the development of English. Nine ESL content standards are organized under three educational goals. They state what students should know and be able to do as a result of ESL instruction and set goals for students' social and academic language development and sociocultural competence. The ESL standards are listed in the digest. Discussion highlights what the standards mean for educators, implementation of the ESL Standards, and future directions. (VWL) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Diversity (Student); Elementary Secondary Education; English (Second Language); Lesson Plans; Limited English Speaking; Models; Professional Development; Second Language Instruction; Second Language Learning; Teacher Education; Teacher Evaluation; Teaching Methods

Abstract:
This paper introduces a research-based model of sheltered instruction that promotes teaching practices that make teachers more effective in promoting the learning of limited-English-proficient (LEP) students. The model is instantiated in an observation instrument, the Sheltered Instruction Observation Protocol (SIOP). The SIOP may be used as part of a program for preservice and inservice professional development, as a lesson planner for sheltered content lessons, as a training resource for faculty, and as an observation and evaluation instrument for site-based administrators and researchers who evaluate teachers. This paper presents ways that the SIOP was used to observe and document teachers' implementation of the model in diverse classrooms. Sheltered instruction is an approach for teaching content to English language learners in strategic ways that makes the subject matter comprehensible while promoting students' English language development. The model presented here is intended to provide guidance on the best practices in sheltered instruction, grounded in two decades of classroom based research, the experiences of competent teachers, and findings from the professional literature. (Contains 19 references.) (KFT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cooperation; English (Second Language); Evaluation Methods; Lesson Plans; Middle Schools; Professional Development; Reflective Teaching; Researchers; Second Language Learning; Student Needs; Teacher Evaluation; Teacher Improvement; Teachers

Abstract:
The project described in this digest was designed with the belief that teacher professional growth can best be fostered through sustained collaborative inquiry between teachers and researchers. It set out to incorporate what is known about quality professional development with the special features necessary for meeting the needs of English language learners. The project defined a model of sheltered instruction based on the research of best practices, as well as on the experiences of the participating teachers and researchers. They collaborated in developing the observation tool being utilized in the study, the Sheltered Instruction Observation Protocol (SIOP), which identifies the features of sheltered instruction that can enhance and expand teachers' instructional practice. The SIOP was originally designed as an observation and rating tool for the researchers to use while viewing the participating teachers in the classroom. During the course of the project, however, the participating teachers discovered its potential as a tool for lesson planning and reflection. The model has been used to train middle school teachers to implement effective sheltered strategies in their classes in four large urban school districts (two on the East Coast and two on the West Coast). (VWL) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Classroom Observation Techniques; Classroom Research; Classroom Techniques; English (Second Language); Faculty Development; Instructional Materials; Limited English Speaking; Material Development; Middle School Teachers; Middle Schools; Program Design; Research Methodology; Second Language Instruction

Abstract:
A project to develop an explicit model of sheltered instruction that teachers can use to improve the academic success of their limited-English-proficient (LEP) students is described, focusing on the development of an observation tool for use in the study. The Sheltered Instruction Observation Protocol (SIOP) provides concrete examples of the features of sheltered instruction that can enhance and expand teachers' instructional practice. In this project, the model was used to train middle school teachers to implement effective sheltered strategies in four large urban school districts. Project teachers used sheltered instruction in a variety of settings, including traditional English-as-a-Second-Language (ESL) classes, content-based ESL classes, and sheltered content classes. The report describes the project and summarizes results. The lesson plan checklist from the SIOP is appended. Contains 15 references. (MSE) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Career Education; Class Activities; Classroom Techniques; Cooperative Learning; English (Second Language); Language Skills; Multimedia Instruction; Second Language Instruction; Secondary Education; Skill Development; Student Evaluation; Teaching Methods

Abstract:
The book offers an international collection of best practices that address the particular interests and demands of English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) teaching at the secondary school level. It includes instructional activities that are created by ESL and EFL teachers and are classroom-tested and student-approved. The activities address all language skills and features of language learning, and involve a range of approaches and techniques, including authentic literature, academic content, multimedia use, peer cooperation, and career information. The book is divided into several main sections: icebreakers to start the school year; integrated language development activities; connections with content areas; multimedia infusion; cooperative projects; and assessment, review, and language games. Each section contains a variety of activities in a format that specifies appropriate instructional level(s), aims, the activity type (e.g., practice, application, review), required class time, preparation time, necessary or potential resources, procedures, caveats and options, references and further reading when appropriate, and a note on the contributor. (MSE) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Acculturation; English (Second Language); Immigrants; Secondary Education; Secondary School Students; Student Characteristics; Student Evaluation; Student Needs

Abstract:
School districts across the country are facing increasing numbers of secondary immigrant students who have low level English or native language skills, and in many cases, have had limited formal education in their native countries. These students must learn English, take the required content courses, and catch up to their native-English-speaking peers before high school graduation. How are schools meeting the needs of these students, many of whom are placed below the expected grade level for their age? This digest reports on data collected through a study of secondary newcomer programs, sponsored by the Office of Educational Research and Improvement as part of the Center for Education, Diversity, & Excellence. It answers the following questions: (1) "Who are the newcomer students?"; (2) "Where are the programs located?"; (3) "How are newcomer programs designed?"; (4) "How do newcomer programs address students' language learning and academic needs?"; (5) "How do newcomer programs address students' acculturation process?"; and (6) "How do newcomer students make the transition out of the program?" Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English (Second Language); Immigrants; Institutional Characteristics; Limited English Speaking; Middle Schools; National Surveys; Program Descriptions; Program Design; Secondary Education; Transitional Programs

Abstract:
This directory profiles 60 secondary school programs designed to accommodate the educational needs of immigrant students with low level English and/or native language skills, and often a background of limited formal schooling in their native countries. Most are intended as transitional programs, attended until the student can be placed in the regular school language support and academic program. The profiled programs are located in 18 states; 33 are at the high school level, 18 serve only middle schools, and 9 serve both middle and high schools. Most are less than 10 years old. The number of students served ranges from 14 to over 740. A majority serve the student for the full school day and offer a range of instructional activities. A chart notes the features of each program, and descriptions of each program follow. Information provided includes the school address, contact person(s), year the program began, type of community, definition of a newcomer, program description, grade levels served, source of student referrals, program location. program length, average and maximum length of stay, average class size, entry and exit criteria, whether students can enter at mid-year, funding sources, student demographics, instruction and assessment features, program staffing, and other services. (MSE) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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