Implementing the SEL-e-SIOP Model in ESOL Teacher Education: A Collaborative Self-Study

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Preparing for Linguistic Diversity and Integrating Content and Language in Bi-/Multilingual Classrooms (Table 13)

Abstract

This collaborative self-study examines the implementation of an integrated framework for English as a Second Language (ESL) teacher education. The model combines Social-Emotional Learning, Culturally Responsive Teaching, Sheltered Instruction Observation Protocol, and WIDA standards within a graduate ESOL endorsement program. The study explores challenges encountered during implementation and strategies employed to address them. Qualitative analysis of various data sources revealed three themes that affected the implementation process: conceptual coherence, curricular alignment, and collaborative synergy. Challenges included philosophical dissonance among instructors, time constraints, and increased workload. Solutions involved developing a shared vision, strategic curriculum mapping, and implementing support systems for instructors. While limited in generalizability, this study provides insights for others seeking to implement comprehensive ESL instruction models.

Authors

• Rui Niu-Cooper, Grand Valley State University

• Mary Antony Bair, Grand Valley State University

• Nagnon Diarrassouba, Grand Valley State University

• Mayda Bahamonde-Gunnell, Grand Rapids Public Schools