CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages

Learn SIOP methods that are especially tailored for your bilingual classrooms

This 15-hour institute (12 hours synchronous and 3 hours asynchronous) is designed to help leaders, specialists, coaches, and teachers plan for and implement CAL SIOP methods in their programs.

PreK-8 DL teachers and coaches will learn about, and practice using, the eight components of the SIOP Model to effectively teach language and content while addressing the three pillars of DL programs: bilingualism and biliteracy, high academic achievement, and socio-cultural competence. The Institute will include a variety of activities to make the online learning engaging, including chats, polls, and breakout-room games and discussions. The institute will encourage reflection needed for each teacher to adapt the CAL SIOP methods to their own unique circumstances. No prior knowledge of the SIOP Model is required for participation.

The SIOP Model is a research-based lesson design and delivery system for teaching language and content. Originally designed as an observation protocol for measuring the quality of sheltered lessons for language learners, the SIOP Model evolved into a method for teachers to plan, teach, and assess meaningful lessons, and to reflect on their own practice. Each component of the SIOP Model is supported by empirical studies (August & Shanahan, 2006; Genesee, Lindholm-Leary, Saunders, Christian, 2006) and the model itself has a solid and growing research base (Echevarria, Richards-Tutor, Canges, & Francis, 2011; Short, Fidelman, & Louguit, 2012; Friend, Most, & McCrary, 2009; McIntyre, et al., 2010; Song, 2016; Watkins & Lindahl, 2010). The CAL SIOP Model for Dual Language programs has been enhanced for use in programs in which English and a partner language are used to deliver content instruction.

Reflecting eight major components of sheltered instruction, the SIOP Model provides a framework for teachers to plan integrated language and content lessons (Short, 2013).  Educators will collaboratively plan activities, specifically for dual language classrooms, including content, language, and cultural objectives, developing techniques for teaching metalinguistic-awareness strategies, and scaffolding for understanding and production.

Administrators, specialists, coaches, and teachers are encouraged to attend in district or school teams.

Virtual Institute Design 

• Virtual, synchronous sessions take place in one week with 2-hour sessions each day followed by an application assignment and sharing session held during the following week.
• You will have the opportunity to interact with educators from your own and other schools and districts.

• You will be able to immediately apply what you learned to your instruction.

Institute Objectives 

Participants will be able to (on a foundational level):

• Define sheltered instruction in the context of dual language instruction.

• Develop effective content, language, and cultural objectives to meet the language and cultural demands of lessons.
• Create activities for vocabulary development and background building.
• Scaffold language for content learning and use L1 to scaffold to L2 content.
• Design interactive activities that promote sustained oral language use.
• Distinguish between practice and application and apply to bilingual environments.

• Describe fundamentals of effective lesson delivery.
• Design assessments for language learners.

Schedule of Interactive Webinars – Monday through Friday, May 16-20, and Tuesday, May 24, 2022