Making Content Comprehensible for English Learners: The SIOP Model (#1)

“Effective SIOP teachers are culturally responsive; reflect on their practices and are mindful of the interaction between the learner and the instructional setting, materials, and teaching methods, and make adjustments as needed to facilitate learning. The importance of context to learning cannot be overstated; characteristics of the classroom and school can increase the risk for academic and behavior problems. Teachers need training in understanding the interaction between learning and context, avoiding the deficit model that views academic and behavior problems as a within-child problem. We have empirical and anecdotal evidence that many academic and behavioral difficulties can be attributed to the impact of the instructional setting (teacher, materials, methods) on the student, rather than some inherent problems of the learner”
— Echevarria, Short, & Vogt, 2017, p. 250

As I had stated in previous papers, I had the opportunity to be trained in Culturally and Linguistically Responsive Teaching and Learning (CLRTL) (Hollie, 2011). This quote gives a great overview to what Dr. Sharocky Hollie (2011) is trying to implement with CLRTL in education. For me, it essentially comes down to empathy in education. Having the mindset that one size indeed does not fit all, and that differentiation must go beyond assessments. Differentiation must be woven throughout instruction, practice, and relationships with your learners. We must take the time to train teachers in areas they need more understanding in. It would be sufficient to educate teachers on their personal biases, trends, cultural awareness, etc.

Echevarria, J., Vogt, M.., & Short, D.J. (2017). Making content comprehensible for english learners: The SIOP model (5th ed.). Upper Saddle River, NJ: Pearson.