CHAPTER 6: INTERACTION

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Significant controversy surrounds the use of L1 for instructional purposes, but we believe that clarification of key concepts in students’ L1 by a bilingual instructional aide, peer, or through the use of materials written in the students’ L1 provides important support for the academic learning of those students who are not yet fully proficient in English.

This situation may be especially pertinent in SIOP classes where English learners need extra time to process questions in English, think of an answer in their second language, and then formulate their responses in English.

Moving from whole class to small group, whole class to partners, and small group to individual assignments allows students to work together to critique or analyze material, create graphic representations of vocabulary terms or concepts, or summarize material makes information more meaningful and increases learning.n

CHAPTER 6: INTERACTION

Many teachers in U.S. schools are uncomfortable with the silence that follows their questions or comments, and they immediately fill the void by talking themselves.

FEATURE 18

SUFFICIENT WAIT TIME FOR STUDENT RESPONSES CONSISTENTLY PROVIDED

Students must begin a response within an average time of one second. If they do not, the teacher repeats, rephrases, asks a different question, or calls on another student.

A review of studies on wait time revealed that after a teacher asks a question,

One strategy for accommodating impatient students is to have them write down their responses while waiting, and then they can check their answers against the final answer

they also work to find a balance between wait time and moving a lesson along.

While effective SIOP teachers provide sufficient wait time for English learners

FEATURE 19

AMPLE OPPORTUNITY FOR STUDENTS TO CLARIFY KEY CONCEPTS IN L1 AS NEEDED WITH AIDE, PEER, OR L1 TEXT

SIOP instruction involves teaching subject-matter material in English, students are given the opportunity to have a concept or assignment explained in their L1 as needed.

FEAUTURE 17

GROUPING CONFIGURATIONS SUPPORT LANGUAGE AND CONTENT OBJECTIVES OF THE LESSON

-WHOLE-CLASS GROUPS

-LOW ACHIEVING GROUPS

-GROUPING BY ABILITY

How to be an effective SIOP teacher:

Encourage extended expression from students when discussing the lessons concepts.

Structure their lessons in way that promote discussion.

Teach students rules for engaging in high-quality discussions to ensure they take turns.

FEATURE 16

Discussion Between Teacher/Student and Among Students.

Reading skills and writing skills are positively correlated with oral language proficiency in English.

Encourage long responses rather than short yes/no answers. (Even for young learners)

The SIOP emphasize the importance of balancing linguistic turn-taking between teacher and students. (And among students)