ERIC Number: EJ948579
Record Type: Journal
Publication Date: 2011
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1523-5882
EISSN: N/A
Using the SIOP Model to Promote the Acquisition of Language and Science Concepts with English Learners
Echevarria, Jana; Richards-Tutor, Catherine; Canges, Rebecca; Francis, David
Bilingual Research Journal, v34 n3 p334-351 2011
In this article we report findings from research through the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE), a National Research and Development Center. In our study we examined the efficacy of a model of instruction for English learners, the Sheltered Instruction Observation Protocol (SIOP) Model, in one content area, science. Assessments measured the acquisition of academic language and science concepts among English learners, former English learners, and English Only students in middle school science classrooms. Results indicated that students in the SIOP group performed better than controls, although not to a significant degree. Reasons for these findings are explored. Due to differential attrition of schools in the control group, caution must be used in interpreting the study's findings. (Contains 6 tables.)
Descriptors: Middle School Students, Academic Discourse, Control Groups, Second Language Learning, Teaching Methods, Limited English Speaking, Scientific Concepts, English (Second Language), Second Language Instruction, Science Instruction, Classroom Observation Techniques, Evaluation Methods, Instructional Effectiveness, Academic Achievement
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
IES Funded: Yes
Grant or Contract Numbers: R305A050056
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/75340
IES Cited: ED505688