The Importance Of The SIOP Model

The Person-Environment-Occupation-Performance (PEOP) model is a suitable model to be applied when working with Paul. This model focuses on occupations and performance (Cole & Tufano, 2008). This model describes occupations as consisting of valued roles, tasks and activities that influence one’s life roles (Cole & Tufano, 2008). “The domain of practice is predominantly selected by the client, who is asked to identify the most important occupational performance issue within the areas of work/productive activities, personal care, home maintenance, sleep, recreation, and leisure” (Cole & Tufano, 2008, pp. 127-128). According to the case study provided, Paul is having increased dependence with self-care and social activity. Paul’s mother has become more symptomatic, reporting high blood pressure and migraine headaches.

The all too familiar situation of English language learners (ELLs) struggling in a classroom that is not meeting their needs is the theme of this short film. ELL’s present unique challenges for teachers given how the California educational system calls for only one year of English language development (EDL). After this time, English language development goals rest on the shoulders of the general education teacher with the additional requirement of infusing SADIE strategies into their daily lessons.

Recently, as the schools in the United States become more diverse in cultures, the needs for new English learners to learn the basic of English and grow in fluency has expanded. Nevertheless, a major of English learners receive insufficient education and have low achievement at school. Therefore, the approach of the schools for English learners might not be sufficient for them to unchain themselves from the boundary of differences in language and culture. As a result, the article “What It Takes for English Learners to Succeed” from Jana Echevarria, Nancy Frey, and Doug Fisher provides a guideline for teachers to help their English learners by using the four practices of “Access, Climate, Expectation, and Language Instruction.” The four practices can be divided into two categories. Access, climate, and expectations focus on educational settings, while language instruction focuses on teaching contents.

English learners are currently the fastest developing student population in schools today. This makes it extremely important to provide these students with the programs and services they deserve. Providing a strong education for ELL students is what I personally believe to be an asset in America’s future. Today there are many challenges I believe teachers and students face when it comes to instruction and assessments.

“They are your kids, not mine!” The typical excuse content area teachers will say to the ESOL teachers when any issue arises regarding the education of the emerging bilingual students. The truth is that everyone in the school building, including content area teachers, office personnel, and administrators, should be involved in educating the emerging bilingual students, not only the ESOL teacher. Content area teachers need to be aware that if the students are not proficient in the new language, they will have challenges in all the content classes. Even in the Common Core Standards, the expectation is for teachers to develop not only their content area, but at the same time improve the academic language. One reason is that since the Common

Furthermore, Vonderlack-Navarro suggest another beneficial way to support English language learners is to involve parents in the students’ education. Because of the language barriers, education levels, and culture, this goal will not be a stress-free assignment; however, once the parents have “buy-in” and trust the school systems, the goal would be accomplished (Stover,

This practice allows teachers the opportunity to gauge how much practice ELL students actually receive with speaking English in “real life”. Teachers who have participated in Shadowing programs have noted an oral deficiency in ELLs’, but have also noted that ELLs sit silently through their classes, not interacting with other students or with their teachers. Soto, an associate professor of education at Whittier College in California indicates that English-language learners spend less than 2 percent of the school day improving their academic oral language, even though it’s a critical foundation of literacy (Soto, 2014). As indicated, based on the results of this pilot program, participating teachers will plan together, how to provide more opportunities for “academic talk”, to include ELL students, during classroom activities. School administrators will also tailor, teacher development training programs to instruct teachers on how to be more inclusive of all of their students during classroom discussions and to be sensitive as to whether ELL students would benefit most by practicing the language relating to particular content areas or whether the focus should be placed more on conversational English skills (Heitin, Liana 2011). Additionally, teachers will be instructed to ensure that needed practice occurs in settings which will best facilitate ELL learner’s individual needs (e.g., some ELLs may learn better in small group discussions and others may

The SUNY is a diverse university which has around 43% of minority students, including Hispanic/Latino, Black or African American, Asian/ Pacific Islander, ESL, and international students. Those students often encounter difficulties in English listening, speaking, reading, and writing, and understanding the Western academic culture, especially for ESL and international students. Since I received the professional training in teaching English to speakers of other languages (TESOL) in the Master’s and Ph.D. programs at the Ohio State University and have English teaching experience to diverse learners in EFL and ESL settings for around 9 years, I would like to help those minority students at the SUNY Oneota understand the Western academic culture, overcome academic difficulties they encounter, and improve their overall English competence. Helping those minority students is my short-term career goal. My long-term career goal is to increase K-12 content and ESL teachers’ and

Growing up in an incredibly diverse area, I completely overestimate the availability of ESL (English as a second language) and ELL teachers. Because all ELL students do not have access to such help, educators can do well to make a personal effort to reach out to their ELL students. By making a personal effort to connect with ELL students, educators can better understand how to help them get the most out of their education. Giving them special attention will not only help them succeed but also make them feel more comfortable and welcome. Educators could go above and beyond by making special copies of homework assignments for students that feature both English and the students first language. This way they will no doubt understand what is being asked of them, but also learn new words at the same time! Another way educators could show a personal effort could be by making time to work with the students outside of classroom time, further explaining anything that was taught

Under the Civil Rights Act, schools are responsible for ensuring that all students receive equal access to education, including English Language Learners (ELLs). Merely, providing the same educational resources for all students does not constitute educational equality. Students such as ELLs, need an English Language Development (ELD) program that accommodates their specific language needs in order to legitimately offer equal educational opportunities. Based on research findings, districts need to implement and developing ELD programs that have had proven success rates of making adequate yearly progress for ELLs. For years, psychologists and linguistic theorists have speculated on the acquisition of language and educators have studied these research findings to enhance their teaching pedagogy to accommodate their ELLs.

As instructional leaders, we are responsible for the academic growth of our students. It is my duty to foster a culture of learning. This is best accomplished by being a lifelong learner. Rather than focusing on the instruction of the teacher to the student, an instructional leader within a culture for learning focuses on the students by asking questions such as, “What was learned? What is the evidence that my students learned?” (DuFour, Richard and Robert J. Marzano. “High-Leverage Strategies for Principal Leadership.” How Teachers Learn 66.5. (2009): 62-68) Rather than the principal observing a teacher on instructional style, within a culture of learning, that school leader is directing her observations on ascertaining what the students learned, how they learned it and how they know what to do if they have not yet learned it. In looking at the traditional method of teacher observation, if a principal finds the instruction of a teacher is lacking and helps him improve this instruction, this does not guarantee that the learning will also improve. (DuFour, Richard and Robert J. Marzano. “High-Leverage Strategies for Principal Leadership.” How Teachers Learn 66.5. (2009): 62-68) Rather, the instructional leader of the school should be asking such questions as, “What are the students doing? Are they engaged in their learning

In the article, Involving Parents of English Language Learners in a Rural area. The author explains how ELL have increased in public schools over the years. The author makes note that many of the barriers for ELL include the lack of parental involvement. In addition, the author explains how the lack of parental involvement can hinder a child’s performance and impact collaborative efforts between parents and teachers. Furthermore, this article explains how the cultural divide between parents and teachers can lead to parents feeling inferior.

This article highlights the overwhelming need to address English Language Learner disaffection within the challenging circumstances that many teachers and students face. Eley (2012) argues that teachers in the United States are highly discouraged and have a low level of job satisfaction. A primary source of teacher discouragement is cutbacks in spending for education coupled with unfunded mandated changes in curriculum. Students hardest hit by a lack of sufficient school funding tend to be located in inner city schools. The student bodies of inner city schools consist of predominately of minorities with a sizable population of recent immigrants, including numerous English Language Learners. English Language Learners, whose teachers are disaffected,

On the surface, although parental involvement does not seem to be high on the list of Green’s book, Practicing the Art of Leadership, for the purpose of long-term achievement, the recommendations have a purpose. That is- that the leaders should build trust so that individuals …pursue the goals that have been developed around a shared goal (p. 58). Our goal when implementing this plan is to raise not only achievement scores of our ELL learners, but to improve students’ growth and attainment of the language in the long run. Since both of those weaknesses affect the same population of students, we will seek to address both of those needs.

But when the language of learning and the language of instruction do not match, learning difficulties are bound to follow. To discard the use of the L1 in favor of an unfamiliar language upon the children’s entry into grade school is tantamount to displacing or disconnecting their foundational knowledge from the learning process and concepts confined in the classroom. When this happens, learners lose interest in their studies, drop out of school, or lose sight of the long term goal of getting educated, thus becoming underachievers.