Teacher's perceptions of sheltered instruction observation protocol for teaching young English language learners: A qualitative case study

This qualitative case study explored the use of sheltered instruction observation protocol (SIOP) instructional practices to promote the language development and learning of elementary English language learners (ELLs) in an immersion setting in 1st and 2nd grades. The SIOP model was developed for middle school ELLs, and there is scant information on its applicability and use in the lower grades. The study used a stratified purposeful sample of 3 teachers who provided data through classroom observations, teacher lesson plans, pre-post observation conferences, and interviews. The results were analyzed through typological, inductive, and interpretative strategies and included analytical procedures such as coding and generalizations. Participants' quotes supported the findings. Member checking, prolonged engagement and persistent observation added validation to the study. It was found that SIOP strategies can be tailored to meet the needs of intermediate and advanced ELLs in the 1st and 2nd grades but they were insufficient for beginning ELLs because a basic level of comprehension is assumed. Teachers perceived SIOP as a framework that helps students' oral discourse and command of language as well as being a feasible approach for teaching content, but SIOP must be supplemented with differentiated instruction and with other techniques to teach the fundamentals of reading. The study showed that SIOP is a research-based instructional approach that is viable for ELLs who are at the intermediate or advanced stages of language acquisition at the elementary level. Implementation of SIOP as described in this study has the potential to improve substantially the education of young ELLs by developing their command of English and their reading ability.