Abstract

English second language (ESL) instruction contributes to the development of learning barriers that influence effective education. In supporting ESL students with learning barriers, the Sheltered Instruction Observation Protocol (SIOP) model serves as a framework for teachers when planning their lessons for effective teaching. This study used a quantitative research method in which secondary school students (n = 4510) from twenty-five private secondary schools situated in the Gauteng province of South Africa completed a structured observation questionnaire. The aim was to evaluate how teachers address ESL students’ learning barriers in effective teaching and learning by means of sheltered instruction in general. Data was grouped according to the eight elements of the SIOP model and analysed. The elements, review, and assessment revealed high negative scores. Most teachers failed to encourage students’ self-confidence with difficult tasks, motivate them, determine whether they had understood the content of the lesson, give attention to their students, or know which difficulties their students struggle with.