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The importance of SIOP (Sheltered Instruction Observation
Protocol) model lesson planning in teaching English
Dilshoda MAHKAMOVA
Namangan State University
ARTICLE INFO
ABSTRACT
Article history:
Received August 2024
Received in revised form
15 September 2024
Accepted 25 September 2024
Available online
15 October 2024
This article discusses one of the most efficient modules that is
being implemented worldwide by educators to promote
language acquisition and content in the classroom. The SIOP
(Sheltered Instruction Observation Protocol) is a very
productive way of delivering not only subject matters but also
skill-based language classes. Many researches have proved the
model to be efficient in mastering learners' language proficiency.
In this article, some of the research findings are discussed related
to the topic having reviewed recently published articles. Then
further suggestions are provided.
2181-
1415/©
2024 in Science LLC.
https://doi.org/10.47689/2181-1415-vol5-iss9/S-pp290-294
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
SIOP,
content knowledge,
SIOP components,
language teaching.
Ingliz tilini o‘qitishda akkp (ajratilgan ko‘rsatmalarni
kuzatish protokoli) asosidagi dars loyihalashning o‘rni
ANNOTATSIYA
Kalit so‘zlar
:
AKKP,
fan doirasidagi bilimlar,
AKKP tarkibiy qismalari,
til o‘qitish
.
Ushbu maqolada butun dunyo bo'ylab o'qituvchilar
tomonidan tilni o'zlashtirishda hamda ma’lum fan doirasidagi
bilimlarni chet tilida o’qitish uchun joriy etilgan eng samarali
modullardan biri muhokama qilinadi. AKKP-Ajratilgan
Ko’rsatmalarni Kuzatish Protokoli moduli nafaqat fan
doirasidagi mavzularni, balki til ko’nikmalarini rivojlantirishga
asoslangan dars jarayonlarini tashkil etishning juda samarali
usulidir. Ko'pgina tadqiqotlar ushbu modul o'quvchilarning til
bilimlarini o'zlashtirishda samarali ekanligini isbotladi. Ushbu
maqolada so’nggi paytlarda nashr etilgan bir nechta maqolalar
tahlil qilinib, ulardagi mavzu doirasidagi tadqiqot natijalari
muhokama qilindi va qo’s
himcha tavsiyalar kiritildi.
1
PhD Student, Namangan State University.
Жамият
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инновациялар
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Общество
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Society and innovations
Special Issue
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09 (2024) / ISSN 2181-1415
291
Важность модели планирования урока SIOP (протокол
наблюдения за защищенными инструкциями) при
обучении английскому языку
АННОТАЦИЯ
Ключевые слова:
SIOP,
содержание знания,
компоненты SIOP,
обучение языку.
В
статье
рассматривается
один
из
наиболее
эффективных модулей, используемый преподавателями по
всему миру для содействия овладению языком и учебным
содержанием в классе. Модель SIOP (Протокол наблюдения
за защищенными инструкциями) представляет собой
продуктивный подход к преподаванию, который успешно
применяется как для обучения предметным дисциплинам,
так и для языковых занятий, основанных на развитии
навыков. Многочисленные исследования подтвердили
эффективность этой модели в улучшении языковой
компетенции учащихся. В статье приводятся результаты
различных исследований, освещающих данную тему, с
опорой на недавно опубликованные работы. Также
предложены рекомендации для дальнейшего применения
модели.
INTRODUCTION
As language teaching is becoming a crucial aspect of educating capable and qualified
youth, more and more educational institutions tend to face more challenging tasks in
delivering content in a foreign language because most students have low proficiency levels.
It required professionals in the field to work out a new module allowing educators to
incorporate language teaching into the learned content so that learners would not feel
overwhelmed. So, researchers have developed a new model of teaching the content in a
foreign language, i.e., English as a way out, to promote lesson efficiency.
OBJECTIVES OF THE RESEARCH
The research questions of the study are as follows:
How is the SIOP model implemented to promote language awareness in EFL classes?
What are the research findings on the application of the SIOP model in terms of
improving lesson efficiency?
This article describes the stages, components, and efficacy of the Sheltered
Instruction Observation Protocol (SIOP) model, along with some of the recent research
findings in the field.
METHOD OF THE RESEARCH
The research design was a descriptive and systematic review. I searched for
keywords and concepts related to my research topic
—such as “SIOP model,” “SIOP in
teaching language modes,” “SIOP components,” and “SIOP lesson planning”—
using online
scientific sources like ERIC, Elsevier, ResearchGate, Google Scholar, and Academic. First, I
thoroughly read several related articles to understand the key concepts and draw
conclusions. Then, I summarized the research findings, principles, and benefits of
implementing the SIOP model in teaching English.
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REVIEW OF LITERATURE AND RESULTS
According to Echevarria, Jana Sh., and Deborah J, Sheltered instruction is an
educational approach designed to make academic content more accessible to English
language learners (ELLs) while promoting their language development. It involves
modifying instruction to accommodate students' language proficiency levels and providing
additional support to help them comprehend and engage with material effectively. [1]
Moreover, “It is a
n approach for integrating language and content instruction in either
content areas or language development classes”
[2] The effect of this model on teaching
the subject is claimed by the author as ‘‘content curriculum to students learning through a
new language. Teachers employ techniques that make the content concepts accessible and
develop students’ skills in the new language’’ [3] As the author mentions the model aims
to enhance the language modes of the learners through the content material. As Deborah
and Short claim, “The SIOP Model is a framework for teachers to present curricular content
concepts to ELLs through strategies and techniques that make information
comprehensible to the students. While doing so, teachers develop student academic
language skills across the domains of reading, writing, listening, and speaking” [4] While
doing so, teachers may reach language and content goals through various techniques, but
the focus on academic literacy is vital. For example, students may make a presentation on
the economic crisis, or discuss the greenhouse effect in small groups practicing learned
topic vocabulary and language frameworks. [4]
DISCUSSION
At first,
the
SIOP model was designed for teachers who taught the content in the
second language, but later it was implemented by English language teachers to teach topic
vocabulary, informative reading passages, etc. to master language skills. [4] According to
the three studies held by Deborah J. and Short in the USA, students of the teachers who
were trained and implemented SIOP model in teaching the content in the second language
showed more academic success. They better gained language proficiency than those whose
teachers were not trained and did not apply the model in classes. The authors confirm that”
the SIOP Model offers a promising approach to professional development that would
improve the quality of instruction to ELLs and enhance their English language
achievement.” [4] The SIOP model includes 8 components containing 30 features. Each
component and features play a vital role in designing a lesson plan based on the SIOP
model.
Component 1. Lesson preparation
1. Content objectives are clearly defined, displayed, and reviewed with students. 2.
Language objectives are clearly defined, displayed, and reviewed with students. 3. Content
concepts are appropriate for the age and educational background level of students. 4.
Supplemental materials are used to a high degree, making the lesson clear and meaningful.
5. Links are made explicitly between past learning and new concepts. 6. Key vocabulary is
emphasized for students to see.
Component 2. Building background
7. Adoption of content is made to all levels of student proficiency. 8. Meaningful
activities are used to integrate lesson concepts with language practice opportunities. 9.
Concepts are explicitly linked to students’ background experience.
Component 3. Comprehensible input
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10. Speech appropriate for students’ proficiency levels is modeled. 11. Clear
explanation of academic tasks is intentionally made. 12. A variety of techniques are used
to make content concepts clear.
Component 4. Strategies
13. Ample opportunities are provided for students to apply learning strategies. 14.
Scaffolding techniques are consistently used to assist and support student understanding.
15. A variety of questions or tasks are used to promote higher-order thinking skills.
Component 5. Interaction
16. Frequent opportunities are provided for interaction and discussion. 17.
Grouping configuration is used support language and content objectives of the lesson. 18.
Sufficient wait time is provided for student responses consistently provided. 19. Ample
opportunities are provided for students to clarify key concepts as needed.
Component 6.
Practice and application
20. Hands-on material and/or
manipulatives are provided for students to practice. 21. Activities are provided for
students to apply content and language knowledge. TESL-EJ 20.1, May 2016 Song 26 22.
Activities are used to integrate all language skills. 23. Content objectives are supported by
lesson delivery.
Component 7. Lesson delivery
24. Language objectives are supported by lesson
delivery. 25. Students are engaged approximately 90% to 100% of the class period. 26. The
pacing of the lesson is appropriate to students’ ability levels.
Component 8. Review and Assess
27. Comprehensive review is provided to review
key vocabulary. 28. Comprehensive review is provided to review key content concepts. 29.
Regular feedback is provided to students on their output. 30. Assessment is done for
student comprehension and learning of all lesson objectives. [6]
In the lesson planning process, educators are suggested to implement all features
within 8 components, yet there is no set lesson plan template to follow so that teachers can
modify it depending on the context they are teaching [5]. However, unlike other lesson
plan templates, the SIOP model is intended to implement as a series of lessons wholly.
Echevarria et al confirm that
“The SIOP Model is not a step
-by-step approach. Rather it is
a system for lesson planning and teaching that ensures research-supported combinations
of features are present in every lesson. As a framework, it allows for some natural variation
in teaching styles and lesson delivery, including inquiry lessons. However, as a tested
model that improves student achievement, the SIOP’s features need to be practiced daily
in a systematic way, not selectively and occasionally” [7]
CONCLUSION
Having reviewed the articles, it can be concluded that the SIOP model can be a key
to students’ high academic achievements and language awareness if applied with fielity by
the teachers. Not only does it provide helpful techniques for gaining content knowledge,
but also it enables learners to master all language modes at the same time.
FOYDALANILGAN ADABIYOTLAR RO‘YXATI:
1. Echevarria, Jana; Short, Deborah J. (2004-01-26), "Using Multiple Perspectives in
Observations of Diverse Classrooms: The Sheltered Instruction Observation Protocol
(SIPO)", Observational Research in U.S. Classrooms, Cambridge University Press, pp. 21
–
47, retrieved 2024-03-03
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2. Short, D. J., Echevarria, J., & Richards-Tutor, C. (2011). Research on academic
literacy development in sheltered instruction classrooms. Language Teaching Research,
15(3) 363
–
380. Doi : 10.1177/1362168811401155
3. Short, D., J., Fidelman, C., G., & Louguit, M. (2012). Developing academic language
in English language learners through Sheltered Instruction. TESOL Quarterly, 46(2) : 234-
361. Doi : 10.1002/tesq.20.
4. Deborah J. Short.(2008)Center for Applied Linguistics, Washington, DC, USA Jana
Echevarría and Catherine Richards
-
Tutor.” Research on academic literacy development in
sheltered instruction classrooms”, Language Teaching Research 15(3) 363–
380
5. Elizabeth R. Howard., Julie Sugarman,Cate Coburn. Adapting the Sheltered
Instruction Observation Protocol (SIOP) for Two-Way Immersion Education: An
Introduction to the TWIOP. Center for Applied Linguistics August 2006
6. Kim Hyunsook Song.(2016) Applying an SIOP-Based Instructional Framework for
Professional Development in Korea. The Electronic Journal for English as a Second
Language, University of Missouri-St. Louis, USA
7. Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based
education: A model for Englishlanguage learners. Journal of Educational Research, 99(4),
195
–
210.
