Effective ELL Instruction and the SIOP Model: A Comparative Analysis

Although English language learners (ELL) constitute the fastest growing segment of the U.S. student population, the majority of teachers are not prepared to meet the instructional needs of students learning English as a second language. The Sheltered Instruction Observation Protocol (SIOP) model has been a popular way of delivering ELL content instruction. I will be drawing comparisons and determining differences between the SIOP instructional model and what current research identifies as effective ELL instruction. The goal of this research is to identify possible benefits or drawbacks to using the SIOP model to teach academic language to English Language Learners, as well as identify any biases which may exist in the model. I will be conducting a content analysis of the literature by coding the text of selected studies in order to identify underlying themes and biases. I will then compare my findings to the contents of the SIOP manual. The potential benefit of conducting this research is to provide school districts with critical analysis of the SIOP model using current research regarding ELL instruction. Effective ELL Instruction and the SIOP Model 3 Table of