scholarly journals The Perceptions of English Teachers to the SIOP® Model and Its Impact on Limited English Proficiency

2015 ◽  
Vol 2 (1) ◽  
pp. 15 ◽  
Author(s):  
Ozge Inceli
Keyword(s):  
Limited English Proficiency ◽  
English Proficiency ◽  
Structured Interview ◽  
Language Teachers ◽  
Research Approach ◽  
Language Performance ◽  
Lesson Delivery ◽  
Basic Purpose ◽  
Observation Protocol ◽  
Limited English Proficient Students

Limited English proficiency is the difficulty in comprehension and production in English.  In this study, the efficiency of the Sheltered Instruction Observation Protocol (SIOP) Model was examined to indicate the components that are lesson preparation, building background, comprehensible input, strategies, interaction, practice and application, lesson delivery, review and assessment. The basic purpose of the research was to investigate how teachers improve the student’s language performance for limited English proficiency through using the SIOP® Model. In this paper, a qualitative research approach and semi-structured interview were used to discover the teacher’s perceptions about the SIOP® Model, and the research is to find out the problems in limited English proficiency. 10 participants (3 males and 7 females) aged from 26 to 34 (M = 30.9). The results indicate that the factors of SIOP® model can guide limited English proficient students and suggest some useful strategies for language teachers to handle the students’ difficulties in language comprehension.

scholarly journals Do Admission Requirements Matter? A Comparison of the Requirements for Admission to the ELT programs in the Netherlands and Turkey

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Mehmet Asmalı ◽  
Handan Çelik
Keyword(s):  
The Netherlands ◽  
Limited English Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Point Of View ◽  
Language Teachers ◽  
English Language Teaching ◽  
Target Language ◽  
Admission Requirements ◽  
International English

Qualifications of language teachers affect their students' language development and proficiency. Turkish learners' low performance in international English proficiency indices requires an investigation of the qualifications of language teachers from a critical point of view. Without doubt, one of the crucial qualifications that language teachers need to possess is a high proficiency and competency in the target language. However, graduating from different programs in high schools, students are placed in English language teaching (ELT) programs with limited English proficiency. Considering the success of the Netherlands as the top country in international English proficiency indices, this study aims to find the admission requirements of the ELT programs in the Netherlands, to compare them with the ones in Turkey, and to suggest comprehensive admission requirements for ELT programs in Turkey. In this regard, a document analysis merging a detailed analysis of information regarding the admission requirements of the ELT programs in both countries and national and international statistics was conducted. Consequently, some recommendations regarding the likely changes to be made in the admission requirements to the ELT programs in Turkey are made.

scholarly journals The Implementation of Sheltered Instructional Observation Protocol (SIOP) Model in Saudi Schools: A Study of EFL Teachers’ Perspectives

2021 ◽  
Vol 14 (9) ◽  
pp. 67
Author(s):  
Ahlam Aldakhil ◽  
Hind Alfadda
Keyword(s):  
Private School ◽  
English Language ◽  
Structured Interview ◽  
Language Teachers ◽  
Successful Implementation ◽  
Riyadh City ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Observation Protocol ◽  
Teachers Perspectives

The Sheltered Instructional Observation Protocol SIOP is a model designed to assist teachers in organizing and planning the lessons delivery through different stages. This model is also useful in enhancing the students’ achievement and minimizing any chance of educational failure. However, EFL teachers need to be trained in order to guarantee successful implementation of this model. This study examined the implementation of the SIOP model from teachers’ perspectives after they attended an introductory workshop in a private school in Riyadh city, Saudi Arabia. The study adopted the qualitative approach for collecting and analyzing the data. The sample of the study consisted of seven English language teachers (4 females & 3 males). Two data collection instruments were used, namely, observational sessions and a semi-structured interview. Most of the researcher interaction with the sample was done online due to the outbreak of Covid-19 pandemic. The workshop and the interviews were done through Zoom video communication. The central findings of this study reveal that the majority of the teachers have covered all SIOP components during their lessons. Moreover, it was found that there is a relationship between the implementation of the SIOP model and the students' learning motivation. Furthermore, the results showed that the SIOP implementation might help in enhancing the teachers’ proficiency. Besides, it was revealed that most of the teachers had a positive attitude towards the implementation of the SIOP model. However, they claimed that time and place might hinder any future implementation of the SIOP model. This study recommends a larger sample size, longtime study application and a life sample workshop to guarantee better results. It also provides significant implications which might be useful for EFL teachers, policy makers and interested researchers. 

scholarly journals ‘Professionalism’ in English as a Foreign Language Teachers’ Perspectives: A Qualitative Study in a Thai Context

2020 ◽  
Vol 13 (3) ◽  
pp. 1
Author(s):  
Anchalee Jansem
Keyword(s):  
Effective Teachers ◽  
Oral Communication ◽  
Structured Interview ◽  
Language Teachers ◽  
Successful Student ◽  
Field Note ◽  
Lesson Delivery ◽  
Big Picture ◽  
On Line ◽  
Teachers Perspectives

This study presents the meanings, attributes, and roles of ‘professionalism’ synthesized from 20 Thai EFL teachers’ perspectives.  Qualitative research methods were utilized to collect four sources of data including classroom observation transcripts, semi-structured interview transcripts, on-line discussion entries, and field-note recordings.  The findings indicated that professionalism refers to the big picture of exemplar, effective teachers.  Proficient English skills with an emphasis on oral communication, lesson planning abilities, lesson delivery skills, and commitment to successful student learning were believed to form professionalism which, also, plays multi-roles in teaching.

Serving Children With Limited English Proficiency in the Schools

1994 ◽  
Vol 25 (3) ◽  
pp. 156-164 ◽  
Author(s):  
Celeste A. Roseberry-McKibbin ◽  
Glenn E. Eicholtz
Keyword(s):  
Limited English Proficiency ◽  
English Proficiency

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

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