The SEL-e-SIOP Model: An Innovative and Effective Approach for MLL Teacher Education

• In Event: NPD Grant-Project Based Research: Constructing a New Vision for Effective MLL Teacher Education

Abstract

The Social and Emotional Learning Embedded Sheltered Instruction Observation Protocol model or the SEL-e-SIOP model project that is funded by the U.S. Department of Education National Professional Development Grant aims to increase the effectiveness of MLL instructional through participants’ completing eight carefully designed teacher education courses.
Under the guidelines of InTASC standards and the ESL Teacher Education Standards from the State Department of Education, the model incorporates the SIOP framework (Echevarría, 2012; Echevarría, et al., 2011), World-Class Instructional Design and Assessment (WIDA) standards, and Culturally Responsible Teaching (CRT) (Gay, 2010; Lantolf, 2000; López, 2016) strategies with SEL components (CASEL, 2022). The model emphasizes differentiated assessment and instruction, leveraging students' home language, cultural identities, prior knowledge for language acquisition, and fostering parental engagement in educational processes.
The project has four objectives: 1) Increase the number of in-service teachers who are ESL-endorsed or ESL-certified; 2) Implement literacy-rich environments in the schools and homes of ELs to promote equal access to resources and educational opportunities; 3) Generate robust family involvement in the development of EL biliteracy skills; and 4) Improve student performance on a standardized measure of language acquisition.
To achieve the four objectives, the study utilizes the methods primarily based on a derivation of the Context, Inputs, Process, and Product (CIPP) perspective advanced by Stufflebeam (1966, 1983, 2002, 2010) and by the Four-Level Training Evaluation Model developed by Kirkpatrick (1959, 1994), including reactions, learning, behavior, and results.
Based on the analyses of first two-years’ data, including participant interviews, online survey, baseline- and exit-teaching observations and course assignments, the study demonstrates that the SEL-e-SIOP model is positive in increasing the effectiveness of MLL instruction when the model is well taught and implemented with fidelity.
The research findings particularly show high percentage of frequencies of program participants’ use of CRT strategies and SIOP structures. The results also show clear increase in participants’ increased time allocation in addressing MLLs’ social and emotional needs. More critically, the results show a statistical significance in high school MLLs’ English language development.
This study demonstrates the effectiveness of our SEL-e-SIOP model in MLL teacher education, which further addresses the need for integrate various MLL theoretical frameworks currently scattered in the field.

Authors

• Rui Niu-Cooper, Grand Valley State University

• Jeffrey D. Greene, Western Michigan University