Lesson Delivery: A Key Component to Ensure Maximum Benefit to the

Edith Viviana Morales Henao

doi:10.5294/laclil.2011.4.1.2

Authors

Edith Viviana Morales Henao Author

DOI:

https://doi.org/10.5294/laclil.2011.4.1.2

Abstract

Professors at the Institución Universitaria Colombo Americana (ÚNICA) have aimed to deliver lessons for second language learners that integrate content and language, resulting in an integrated lesson design. The Center for Applied Linguistics (Washington, DC) recommends the Sheltered Instruction Observation Protocol (SIOP) as a way of helping teachers plan and deliver integrated lessons. The effectiveness of this protocol has been corroborated on the K-12 level, and during 2008, through action research, a group of researchers studied its applicability on the higher education level at ÚNICA. The purpose of this study was to describe professors’ experiences as they were trained on SIOP. The analyzed data showed that professors truly understand the importance of stating clear content and language objectives. Data also revealed that the time stated for each lesson was appropriate; however, it was noticed that professors should allocate time for every task and include more strategies to have better and higher student participation. Additionally, it was observed the need of using different questions to make content more comprehensible for learners. This study provided professors and researchers with a productive outcome in their professional development and reinforced their belief in the importance of joining hands to accomplish goals that make education a joy.

Professors at the Institución Universitaria Colombo Americana (ÚNICA) have aimed to deliver lessons for second language learners which integrate content and language, resulting in an integrated lesson design. The Center for Applied Linguistics (Washington, DC) recommends the Sheltered Instruction Observation Protocol (SIOP) as a way of helping teachers plan and deliver integrated lessons. The effectiveness of this protocol has been corroborated on the K-12 level, and during 2008, through action research, a group of researchers studied its applicability on the higher education level at ÚNICA. The purpose of this study was to describe professors’ experiences as they were trained on SIOP. The analyzed data showed that professors truly understand the importance of stating clear content and language objectives. Data also revealed that the time stated for each lesson was appropriate; however, it was noticed that professors should allocate time for every task and include more strategies to have better and higher student participation. Additionally, it was observed the need of using different questions to make content more comprehensible for learners. This study provided professors and researchers with a productive outcome in their professional development and reinforced their belief in the importance of joining hands to accomplish goals that make education a joy.

Downloads

Download data is not yet available.

Author Biography

Edith Viviana Morales Henao

Edith Viviana Morales Henao has a Bachelor’s degree in Bilingual Education from Institución Universitaria Colombo Americana (ÚNICA). She has worked over two years at English schools in Bogotá teaching English as a Second Language (ESL). In 2006 she along with Josephine Taylor, the academic director of Centro Colombo Americano, presented at the 9th Annual ELT Conference in Bogotá, a workshop called Intercultural Competence without International Experience. They both also published an article for the Education Resources Information Center (ERIC). During 2008, she collaborated on the university-wide Sheltered Instruction Observation Protocol (SIOP) Research Project. In the same year, she and a colleague published an article in GIST: The Colombian Journal of Bilingual Education. In April 2009 she and Barbara Noel, Dean of Academic Affairs at ÚNICA, presented a research report at the 12th ELT Conference in Bogotá. Her research interests include intercultural communication, language, academic and cognitive development in L1 and L2, language-content integration, teacher training, and teaching models to support English language learners.Edith Viviana Morales Henao has a Bachelor’s degree in Bilingual Education from Institución Universitaria Colombo Americana (ÚNICA). She has worked over two years at English schools in Bogotá teaching English as a Second Language (ESL). In 2006 she along with Josephine Taylor, the academic director of Centro Colombo Americano, presented at the 9th Annual ELT Conference in Bogotá, a workshop called Intercultural Competence without International Experience. They both also published an article for the Education Resources Information Center (ERIC). During 2008, she collaborated on the university-wide Sheltered Instruction Observation Protocol (SIOP) Research Project. In the same year, she, and a colleague, published an article in GIST: The Colombian Journal of Bilingual Education. In April 2009 she and Barbara Noel, Dean of Academic Affairs at ÚNICA, presented a research report at the 12th ELT Conference in Bogotá. Her research interests include intercultural communication, language, academic and cognitive development in L1 and L2, language-content integration, teacher training, and teaching models to support English language learners.