The Siop Model Research Papers (original) (raw)

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- Teacher Education, The Siop Model

One of the main variables affecting the level of human capital positively is the improvements in health. The reduction
in infant and under-five mortality rates and increase in life expectancy at birth are the basic indicators of
improvements in health. One of the major sources of improvements in these variables is education. Theoretical
literature by using various indicators shows that there is a long-term relationship between education and health
levels. In this paper gender inequality in education has been used as an indicator of education. For, gender inequality
in education has a potential strong effect on infant and under-five mortality rates. This paper deals with
the relationship between gender inequality in education and health indicators especially for Turkey. The annual
data for 1968-2006 periods were tested by Johansen Cointegration method. According to the result of empirical
analysis, the effect of gender inequality in education on health is positive in the long run.

This paper presents a topology of feedback based on an analysis of feedback given by the SLATE tutors to one class over a semester. In doing this, the paper both critically reviews the current research on feedback and attempts to create a place for feedback within the Teaching-Learning Cycle. The analysis of feedback presented in this paper identifies a range of feedback strategies used by the tutors. In particular, the paper identifies two main criteria for categorizing feedback: (1) extent of explicitness, and (2) level of rationale provided. These two factors allow us to categorize feedback as ‘hand holding’, ‘carrying’, ‘bridging’ and ‘basejumping’.
The paper provides examples of each of these types of feedback, relates them to the current literature on feedback, and discusses their role in students’ language development. The findings of this paper will be of use to both classroom teachers as well as researchers interested in understanding the nature, role, and impact of feedback.

- by Ahmar Mahboob and +1
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- Discourse Analysis, Cognitive Psychology, Teaching English as a Second Language, Second Language Acquisition

Sheltered Instruction Observation Protocol is a instructional protocol intended to deliver quality English language instruction to second language learners in the K-12 environment. It is becoming prevalent in many schools around the U.S. However, there are concerns by teaching professionals, language instruction supervisors, and administrators that the protocol is not always being implemented in such a way that either the designers intended, or in a way that is optimally advantageous to learners.This article evaluates the place of SIOP in K-12 English as a Second Language instruction and, from a language acquisition perspective, reinforces critical implementation considerations.

- by Tim Hall
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- Content-based instruction, Sheltered Instruction, Modelo SIOP, The Siop Model

Does the type of reading instruction experienced during the initial years at school have any continuing effect on the ways in which adults read words? The question has arisen in current discussions about computational models of mature word-reading processes. We tested predicted continuing effects by comparing matched samples of skilled adult readers of English who had received explicit phonics instruction in childhood and those who had not. In responding to nonwords that can receive alternative legitimate pronunciations, those adults having childhood phonics instruction used more regular grapheme-phoneme correspondences that were context free and used fewer vocabulary-based contextually dependent correspondences than did adults who had no phonics instruction. These differences in regularization of naming responses also extended to some low-frequency words. This apparent cognitive footprint of childhood phonics instruction is a phenomenon requiring consideration when researchers attempt to model adult word reading and when they select participants to test the models.

- by Vince Connelly
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- Psychology, Cognitive Psychology, Cognitive Science, Developmental Psychology

Dans la transaction qui lie un apprenti-rédacteur à la personne supposée lui apprendre à écrire, production et "correction" de textes constituent une médiation incontournable, et privilégiée : la rétro-information de l'apprenant quant à... more

- by antoine auchlin and +1
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- Discourse Analysis, Learner Autonomy, Instructional Materials Development and Evaluation, Linguistics for Teachers

RAuL FERNńNDEz JÓDAR Uniwersytet im. Adama Mickiewicza w Poznaniu Ensefrar los erores.

- by Raúl Fernández Jódar
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- Pragmatics, Learner Autonomy, Applied Linguistics, Inference

An expert is a fool a thousand miles from home. Having successfully failed to learn about nine languages, I’m a veteran language learning imbecile, always a thousand miles from success, and an eternally hopeful beginner. I’ve also had the cheek to teach my native language to hopeful novices for over thirty years, which sometimes leads them and others to mistake me for a wannabe guru. The sheer hypocrisy of this dilemma should condemn me to embarrassed silence forever, yet I persist probing the reasons and remedies for my own language learning incompetence. After all, my exasperated search is surely shared by millions of others. The discussion which follows is informal, but makes serious points. It builds on an original e-mail exchange with a correspondent in 2005.

AbstractOne of the main variables affecting the level of human capital positively is the improvements in health. The reduction in infant and under-five mortality rates and increase in life expectancy at birth are the basic indicators of improvements in health. One of the major sources of improvements in these variables is education. Theoretical literature by using various indicators shows that there is a long-term relationship between education and health levels. In this paper gender inequality in education has been used as an indicator of education. For, gender inequality in education has a potential strong effect on infant and under-five mortality rates. This paper deals with the relationship between gender inequality in education and health indicators especially for Turkey. The annual data for 1968-2006 periods were tested by Johansen Cointegration method. According to the result of empirical analysis, the effect of gender inequality in education on health is positive in the long...

- by Durmuş Yıldırım
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- Psychology, Data Analysis, Learner Autonomy, Health Education

This paper presents a set of ideas about the basics for developing interdisciplinary dialogues between content (science) and language (English) in bilingual educational processes, under the premise that a satisfactory relationship between those elements help guarantee successful content-based instruction (CBI) in its form known as sheltered instruction. Additionally, a practical example (based on a science curriculum) is presented to demonstrate some principles that inform approaches to teaching such content. Finally, based on the authors' interdisciplinary work and pedagogical experiences, some recommendations on teaching content and language in bilingual settings are presented in the form of cautions (a balance of actions) and challenges (prospects).

This study explores the professionalization of a group of 28 pre-service teachers, using a qualitative case study design and reflective practice as the analytical framework. The pre-service teachers were involved in a service learning project at a local middle school in the U.S. where they designed and taught a content area lesson to English language learners (ELLs). After the lesson, the pre-service teachers analyzed their experience through a reflective essay assignment. Findings indicated that the pre-service teachers recognized the need to adapt their lessons for ELLs in varying degrees primarily in the areas of language and content support. Reflective practice as a component of the process of providing sheltered instruction of English should serve as an instrumental part of preparing teachers to work in diverse educational contexts.

This quasi-experimental study examined an eighteen-month professional development project focused on improving instructional practices for emerging bilingual and multilingual English learners (ELs). The study is grounded in sociocultural and interactive learning theories related to teaching ELs. Professional development activities included seven graduate-level courses, practical field experiences in schools, instructional coaching from peers and a qualified instructional ESL coach, video demonstrations and observations, and participation in a one-day ESL conference. The research team conducted pre and post classroom observations for 23 in-service teachers over an 18-month period and corroborated findings with participant reflections about instructional practices using the Sheltered Instruction Observation Protocol (SIOP). Results reveal that participants made statistically significant increases in six of the seven areas of instruction: lesson preparation, building background, strategies, interaction, practice and application, lesson delivery, and review/assessment, and no significant change in the area of comprehensible input. The control group showed no significant increases. The discussion of findings identifies strong areas of improvement, moderate areas of improvement, and discusses the one area that showed no significant improvement. Implications for teacher education and professional learning with teachers of ELs are shared along with considerations for future research.

In this paper we present a new spell-checking
system that utilizes contextual information for
automatic correction of non-word misspellings.
The system is evaluated with a large
corpus of essays written by native and nonnative
speakers of English to the writing
prompts of high-stakes standardized tests
(TOEFL® and GRE®). We also present comparative
evaluations with Aspell and the speller
from Microsoft Office 2007. Using
context-informed re-ranking of candidate suggestions,
our system exhibits superior errorcorrection
results overall and also corrects errors
generated by non-native English writers
with almost same rate of success as it does for
writers who are native English speakers

- by Yoko Futagi and +1
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- Discourse Analysis, Second Language Acquisition, Computer Assisted Language Learning, Pragmatics

This paper proposes that teacher correction often has very little transfer effect on a student's later language behaviour. It examines reasons for this, and the motivational paradigm within which students operate. The paper argues that student self-correction is more likely to have a measurable long term effect. A mechanism to motivate directed self-correction is therefore proposed. This mechanism involves subtracting marks from assessed essays, and indicating line locations where there is a problem, without however explaining the problem. The procedure gives students the option to recover the lost marks through re-editing and re-submission within a time frame. The system has been tested empirically and found to yield promising results. The method of error evaluation also results in a lower burden of pointless correction for teachers.

Peer reviewed presentation at the annual meeting of the Teachers of English to Speakers of Other Languages, New Orleans, LA.

One of the main variables affecting the level of human capital positively is the improvements in health. The reduction in infant and under-five mortality rates and increase in life expectancy at birth are the basic indicators of improvements in health. One of the major sources of improvements in these variables is education. Theoretical literature by using various indicators shows that there is a long-term relationship between education and health levels. In this paper gender inequality in education has been used as an indicator of education. For, gender inequality in education has a potential strong effect on infant and under-five mortality rates. This paper deals with the relationship between gender inequality in education and health indicators especially for Turkey. The annual data for 1968-2006 periods were tested by Johansen Cointegration method. According to the result of empirical analysis, the effect of gender inequality in education on health is positive in the long run.

- by Özlem Tosuner
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- Data Analysis, Learner Autonomy, Health Education, Evidence
- by Raj Khatri
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- The Siop Model

Dans la transaction qui lie un apprenti-redacteur a la personne supposee lui apprendre a ecrire, production et “correction” de textes constituent une mediation incontournable et privilegiee : la retro-information de l’apprenant quant a ses productions et aux problemes de lecture qu’elles peuvent entrainer joue un role essentiel dans sa formation. Une approche du discours centree sur l’etude de la competence discursive permet d’envisager une lecture diagnostique des textes d’apprenants. Celle-ci fait apparaitre les contours d’une identite singuliere, l’auteur des fautes, qui ne se confond pas avec la personne de l’apprenant, agissant a son insu, en une polyphonie “cacophonique” (Vs. “symphonique”). Cet article discute quelques aspects de cette identite, d’une part en la decrivant dans les termes de l’approche systemique de la competence discursive comme “ accord interieur cacophonique ” et d’autre part en termes des conditions et determinations psychosociales, historiques et contract...

- by Raj Khatri
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- Sheltered Instruction, The Siop Model

""To those interested in Academic Writing in English, and more particularly, in written teacher feedback on essays, theses and reports in English, I extend a warm welcome to take part in a seminar on teachers' written feedback to be run at the 12th ESSE (European Society for the Study of English) conference at the Pavol Jozef Šafárik University in Košice, Slovakia, 29 August - 2 September 2014 (http://www.essenglish.org/). Kindly submit a short abstract (max. 300 words) with your academic affiliation and contact details to Associate Professor Jane Mattisson, Kristianstad University, Sweden: jane.mattisson@hkr.se. Final date for submission of abstract, 31 May 2013. Places are limited so please send your abstract as soon as possible! A very warm welcome to join our team!
In our seminar we shall discuss the functions and forms of teacher written
feedback. Studies have demonstrated that while peer reviewing is an
important part of the writing process for students, it is teacher feedback
that is most highly appreciated (Ken and Fiona Hyland, 2006). We shall
situate teacher written feedback in the context of the wider
institutional, social and cultural factors which have been found to
influence how feedback is given and received. We shall also discuss the
"how" and "what" of feedback -- the ways it is shaped through its modes of
delivery and form. The aim of all writing must be to create a distinct
scholarly identity. The basis for our discussions is thus the
all-important question "To what extent has summative feedback, designed to
evaluate writing as a product, generally been replaced by formative
feedback that points forward to the student's future writing and
development of his or her writing processes?
DEADLINE FOR SUBMISSIONS: 29TH MAY 2013
""