There are several ways an educator or school staff could debase a student’s first (home) language implicitly or explicitly — this ought not to be.In the same vein of affirming the importance of a student’s first language, the Prism Model’s academic development component asserts that “academic knowledge and conceptual development transfer from the first language to the second language” (p. As much as possible, teachers should encourage ELLs to learn academic content in their first language, especially when the teacher is proficient and literate in the language as well.Since the basis of sheltered instruction or SDAIE is to provide a framework for language development then one of the simplest ways follow a set format of instruction.For example, beginning each lesson with an introductory activity that assesses the students’ knowledge in a non-threatening and non-graded format will allow the teacher to evaluate the students’ skill set.Since then the need for proficient teachers capable of sheltered instruction has increased.The ESL certified teachers and programs have decreased due to new legislation, but the number of LEP students is rising causing teachers to build upon their abilities to take on the linguistically diverse classroom.
This model has been adopted by our school district, with professional training scheduled for all teachers and administrators throughout the system; training is crucial to successful implementation.
The SIOP Model consists of eight interrelated components: Since these SIOP components are all interrelated, certain key elements and pedagogical approaches cut across them.
It’s worth restating that attending SIOP professional development training is vital to the successful implementation of the model, especially with regards to lesson preparation.
It is vitally important the teacher designs his/her lessons to clearly define language and content as well as make the activity meaningful through the linkage to past knowledge and present and supplemental materials.
Some examples of lessons include hands-on and cooperative learning activities, vocabulary, and the use of visual clues.
The pluralist approach adopted by our school is very much in sync with the Prism Model, which holds that the process of second language acquisition has four main interdependent components: sociocultural, linguistic, academic, and cognitive processes (p. According to Thomas and Collier (1997), the sociocultural component is at the heart of the Prism Model and it’s central to the individual student’s acquisition of language.