A case study of teacher and administrator perceptions of the implementation of Sheltered Instruction Observation Protocol (SIOP) model and its influence on student achievement in science and on levels of English language acquisition

Abstract

Recognizing the underperformance of emergent bilingual students, when compared to the academic achievement of their English-speaking peers, is a current and vital topic of discussion and research in the United States. The purpose of this qualitative case study was to examine the perceptions of fifth-grade science teachers and school district administrators of the implementation of the Sheltered Instruction Observation Protocol (SIOP) model and its influence on the student achievement of emergent bilinguals in science and on levels of English language acquisition. Two theoretical frameworks were used to ground the study and enhance understanding: Cummins (1984, 2000) theory of language acquisition and Vygotsky’s (1986) social constructivist perspective. The research questions explored: 1) What were the teachers’ perspectives of their implementation of the SIOP model in fifth-grade science? and 2) What were the administrators’ perspectives of the implementation of the SIOP model in fifth-grade science? A purposeful sampling of the participants, fifth-grade science teachers and school and district administrators, were interviewed to provide a more in-depth understanding about classroom implementation of the SIOP model with emergent bilingual students. A constant comparative analysis was used to analyze that teacher focus group and administrator interview data to yield emergent themes. Drawing from the data, the teachers voiced a strong need to integrate the instructional support received in science with the SIOP model, time to purposefully plan with these two components in mind, and vertically align accountability in teaching science. Time for follow-up to reflect on effective teaching practices with EB students was also valued. Data from the administrator interviews resulted in initiating a needs assessment with their teachers to glean areas of improvement needed in science with EB students, coordinating support between teachers and content specialists, and providing additional professional development for teaching growth in the SIOP model. With the knowledge of the lag in academic achievement of EB students in comparison to their non-EB peers, especially in the area of science learning, teachers may advocate on a deeper level about the specific professional development and instructional supports that are needed to address the diverse learning needs of EB students