Working On It

Jana Echevarría
Professor Emerita at California State University, Long Beach, has taught in special education, English as a Second Language and bilingual programs. She has lived in Taiwan and Mexico where she taught ESL and second language acquisition courses at the university level, as well as in Spain where she conducted research on instructional programs for immigrant students. Dr. Echevarríais an internationally known expert on second language learners and her research and publications focus on effective instruction for English learners, including those with learning disabilities.

Bruce Marsland
He is currently working as a freelance author, specialising in educational materials for CLIL. he developed a number of in-service CLIL teacher training programmes. Over the last 10years, he worked as senior language specialist for Nokia in Finland. He is the author of the internationally successful resource book 'Lessons from Nothing', published by Cambridge University Press.

David Marsh
He has worked on multilingualism & bilingual education since the 1980s. He was part of the team which conducted groundwork leading to the launch of the term CLIL in 1994. 'CLILrefers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994).
This approach involves learning subjects such as history, geography or others, through an additional language. It can be very successful in enhancing the learning of languages andother subjects, and developing in the youngsters a positive ‘can do’ attitude towards themselves as language learners. (Marsh, 2000)

The SIOP Model
The SIOP (Sheltered Instruction Observation Protocol) Model is the result of a lengthy project conducted  by CREDE (Center for Research on Education, Diversity & Excellence) and funded by the OERI (Office of Educational Research andImprovement). The project included several years of collaboration with teachers to refine and evaluate the Model.
The SIOP Model has the following purposes:

1. A research observation tool to evaluate the implementation of the SIOP
2. An classroom observation tool to for administrators and supervisors to use with inservice and preservice teachers.
3. A teacher lesson plan checklist orplanning guide.
4. These are the eight components of the SIOP Model:
Preparation
* Clearly defined content objectives for students
* Clearly defined language objectives for students
* Content concepts appropriate for age and educational background.
* Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., graphs, models, visuals)
*Adaptation of content (e.g., text, assignment) to all levels of student proficiency
* Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking.

Building Background
* Concepts explicitly linked to students' background experiences
* Linksexplicitly made between past learning and new concepts
* Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)
* Comprehensible Input
* Speech appropriate for students‘ proficiency level (e.g., slower rate, careful enunciation, and simple sentence structure for beginners
* Clear explanation of academic tasks
* A variety of techniquesused to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language
* Strategies
* Ample opportunities for students to use strategies
* Consistent use of scaffolding techniques throughout lesson, assisting and supporting student understanding
* A variety of question types used, including those that promote higher-order...