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

PreK-12 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, including demonstrations, simulations and explanations, small-group tasks, and the creation of activities and lessons. 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). Used as a lesson planning framework, it ensures that the features of effective instruction critical for language learners are present in all lessons. Educators will collaboratively plan lessons specifically for bilingual classrooms, including drafting content, language, and cultural objectives; developing techniques for teaching metalinguistic strategies; and forming purposeful linguistic interaction. Administrators, specialists, and teachers are encouraged to attend as a team.

CERTIFICATE OF COMPLETION
Participants will receive a CAL Certificate of Completion which may be used for continuing education credit.

Registration
Please click here to register.