| The purpose of this study was to examine the influence of a SIOP-based training on lesson preparation and delivery of elementary mathematics for English language learners. In a qualitative case study of six elementary teachers, data sources included videotaped observations of classrooms, lesson plans, and semi-structured interviews. Data collection spanned 20 weeks with three distinct phases---pre-intervention phase, intervention of a SIOP-based learning experience followed by an immediate post-intervention phase, a null period of four weeks, and a follow-up phase. Data collected indicated a significant influence on the participants' lesson planning in terms of writing language objectives, emphasis on academic vocabulary, and incorporating theoretical knowledge of second language acquisition into the lesson planning process. In contrast, data on the influence of the delivery of instruction revealed an increase in the participants' awareness for providing language practice opportunities for ELLs, however language practice opportunities remained very traditional and limited to whole group, teacher dominated discussions; with little opportunities for student interaction and limited chances to talk. The data revealed that a significant gap exists as it relates to the theory and practice of teaching elementary mathematics to ELLs. |
