Sheltered Instruction

Throughout my time here at ISU I have spent many hours in many different classes discussing the SIOP model. This sheltered form of instruction, from my experience, has elicited mostly positive feedback. I think this is true for one reason, in general. The SIOP model is an instructional approach that considers as much diversity in learning, the learners themselves, and within the instruction while also promoting English. This approach, in my opinion, is the most well rounded examples of the consideration of such diverse learners.

It’s also important to note that the article points out that within the already diverse ELL population exists an even greater source variability. Some students may have no formal schooling background, others may have some, others may have been born and raised in the American schools but speak a different home language, and finally some may simply be refugees looking to survive in a better place. Whatever the case, a class of ELLs is not simply a linguistically and culturally diverse population but also an experientially diverse population. While reading this particular article, three aspects of the SIOP model stuck out to me, which might offer some sort of learning experience for such an assorted population. The first, is it attempts to make content comprehensible by considering each individual students needs. For example, a teacher might use visual aids, adapted texts, or peer interaction, etc. It also tries to create a nonthreatening environment where students can feel comfortable taking risks. A teacher might do this by having many interactions between peers and teacher and allowing students to express themselves by giving them the tools to ‘negotiate meaning’.  Lastly, students are given multiple different ways to demonstrate their understanding and knowledge. The one example which I have worked with in the past is portfolio making. One interesting aspect about portfolio making for language learners is that it should not simply contain their best work, but rather, also include work that they need to practice or need help with. This allows for an extensive and well rounded portfolio by the end of the course so both learners and teachers can have a greater understanding of achievement. All of these things are included within a well-implemented sheltered instruction program. 

While reading, however, I started to consider the fact that I have only heard “good things” about this program. I wonder if it is another one of those TESOL fads where all the information looks so perfect on paper, but maybe not so much in the classroom. I was glad to see that the article included (pg. 10) how research has shown that there is a lot of variability in these courses even among experience teachers and schools.

Overall, I have really positive feelings towards sheltered instruction and it seems to be an effective approach. It’s important to note that all teaching, whether its mainstream or not has a lack of consistency within experienced teachers, same schools, and districts.