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Topic: The Impact of Teacher Training and Professional Development on Multilingual
Learners
Echevarría, J., Vogt, M., & Short, D. (2017). Making content comprehensible for English
learners: The SIOP Model.
Making content comprehensible for English learners is a professional development for teachers
on using the sheltered instruction observation protocol (SIOP) (Echevarría et al., 2017). The
book has 12 chapters all addressing important aspects of teaching multilingual students. Chapters
one and five address immediate needs for teachers. Chapter on gives background information on
English learners, academic language and literacy, effective instructional practices, and
implementation of the model. Chapter five addresses teaching strategies for teachers. The
remainder of the book address how to write a lesson plan as well as implement the plan which
can be helpful for pre-service and new teachers (Echevarría et al., 2017). This research applies to
my research because it offers an example of the professional development or teacher training that
is available for teachers and in current practice.
Molle, D., & Wilfrid, J. (2021). Promoting multilingual students’ disciplinary and
language learning through the WIDA Framework for Equitable Instruction. Educational
Researcher, 50(9), 585–594. https://doi.org/10.3102/0013189x211024592
This article delves into the WIDA framework for equitable instruction (framework). Together the
WIDA standards, assessment, and professional learning make up the “framework” (Molle &
Wilfrid, 2021). The aim of the framework is to create alignment between content and language
standards for the purpose of supporting instruction for multilingual students. This research
applies to my research because WIDA standards, strategies, and professional learning are the
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foundation of multilingual education within all Georgia school districts serving as the base line
of multilingual instruction in schools. Most if not all professional development and teacher
training regarding MLs are based on this model.
Desjardins, A. (n.d.). Effective sheltered content instruction for English language
learners. https://eric.ed.gov/?id=EJ1263051
This journal article addresses the importance of professional development for teachers for
multilingual learners due to the rising numbers of multilingual students each year. According to
Desjardins Canada received more than 300.000 immigrants in 2019 with the number expected to
rise in subsequent years. This directly impacts the education system and the teachers within it. In
order to meet the needs of newcomers teachers need training. The focus is on using the sheltered
instruction observation protocol (SIOP) professional development. SIOP is the only empirically
validated approach. Sheltered instruction is necessary for multilingual students to develop Basic
interpersonal communication skills (BIC). This is the language of everyday life and takes 1-2
years to develop. Cognitive academic language proficiency (CALP) is the language necessary for
academic study and takes 5-7 years to develop. Because students develop CALP through core
content classes, additional teacher training is necessary. This research applies to my research
because this method is currently being taught in universities and districts within the state of
georgia.
Von Esch, K. S., & Kavanagh, S. S. (2017). Preparing Mainstream Classroom Teachers
of English Learner Students: Grounding Practice-Based Designs for Teacher Learning in
Theories of Adaptive Expertise Development. Journal of Teacher Education, 69(3), 239–
251. https://doi.org/10.1177/0022487117717467
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Von Esch and Kavanagh (2017) assert that teaching multilingual students needs to be looked at
through a sociocultural lens when preparing pre-service teachers to teach multilingual students.
The issue is that many teachers do not have an adequate understanding of second language
methodologies and core curriculum knowledge leaving teachers ill-prepared to teach the growing
multilingual student population.Von Esch and Kavanagh (2017) highlight the fact that sheltered
instruction educators struggle to incorporate content area outcomes and content area educators
struggles due to a lack of understanding of second language acquisition. This research applies to
my research because it fills in the gap of research on the impact of professional development for
teachers of multilingual students.
Piazza, S. V., Williams, C., Protacio, M. S., David, V., Tigchelaar, M., & Kuo, H. (2020).
Improving instruction for English Learners: A Professional Development Study using
SIOP. DergiPark (Istanbul University).
https://dergipark.org.tr/tr/pub/jtee/issue/59104/799824
This study focused on improving instruction outcomes for emerging English speakers using the
SIOP method. This study was founded on sociocultural and interactive learning theories (Piazza
et al., 2020). The professional development consisted of several components some of which
include graduate level courses, practical field experience, observation from peers and
instructional coaches. Participants made significant improvement in seven of the eight identified
areas of instruction. This research applies to my research because it shows a direct correlation
between teacher training and development and positive learning outcomes for them and the
multilingual students they teach.
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Buxton, C. A., & Caswell, L. (2020). Next generation sheltered instruction to support
multilingual learners in secondary science classrooms. Science Education, 104(3), 555–
580. https://doi.org/10.1002/sce.21569
State standards are shifting toward aligning with Next Generation Science Standards (NGSS).
This creates a shift in how science content will be presented to students including multilingual
students in districts nationwide. Buxton and Caswell (2020) used data to develop and propose an
updated sheltered instruction model for science classrooms. Buxton and Caswell (2020) saw how
science learning is shifting for all students and used it to create the updated model to support
multilingual students. This research applies to my research because it shows how the SIOP
model is being used in content area classrooms and shows how teachers are using it, pinpointing
the areas that are most effective for day to day instruction.
De Jager, T. (2019). Are principles of the Sheltered Instruction Observation Protocol
model promoting ESL teaching and learning? The International Journal of Pedagogy and
Curriculum, 26(1), 43–58. https://doi.org/10.18848/2327-7963/cgp/v26i01/43-58
De Jager (2019) addresses barriers to learning for multilingual students in this research citing
two major barriers to learning for MLs are inadequate training for teachers and students’
inadequate English proficiency. The aim of the research was to determine the success rate of
teachers using the SIOP method from the observation of the students. This research applies to my
research because it shows a direct correlation between effective use of the SIOP model and
positive student academic outcomes.
Hovey, K. A., Miller, R., Kiru, E. W., Gerzel‐Short, L., Wu, Y., & Kelly, J. (2019).
What’s a middle school teacher to do? Five evidence-based practices to support English
learners and students with learning disabilities. Preventing School Failure: Alternative
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Education for Children and Youth, 63(3), 220–226.
https://doi.org/10.1080/1045988x.2019.1565753
Teachers are required to differentiate instruction to meet the needs and overcome the challenges
of every student in the classroom. Hovey et al. (2019) offer five teaching strategies to help MLs
and students with learning disabilities (LD) to enhance accessibility to course content. The five
strategies are: building prior knowledge, building vocabulary, explicit instruction, visual
representation, and opportunities to respond. These strategies are evidence based tools to help
teachers provide equitable and quality instruction to every student. This research applies to my
research by indicating specific strategies that teachers can implement in the classroom
immediately to provide MLs with the necessary scaffolding to have positive academic outcomes.
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