Evaluating the Contribution of the SIOP Model


The increase in the needs of the English language learners (ELLs) and their endless demands in terms of achievement and proficiency in all the educational systems all over the world urged teachers and educators to call for new teaching strategies that sound more adequate and appropriate in the classroom. Hence, the Sheltered Instruction Observation Protocol (SIOP) Model emerged as a world-wide prominent teaching method that guarantees to a great extent the ELLs’ success, especially when it has to do with the understanding of the content and language learning. With its diverse cultures and limited prior schooling engagement, Morocco is no exception because the implementation of the SIOP Model has proven in different areas in the world its adequacy in helping ELLs achieve proficiency. Thus, this quasi-experimental research was implemented in an urban school which is known for its diversification in terms of mother tongue, socio-economic status, gender, background, etc. Given these different circumstances of the students, the findings reported after the adoption of the SIOP Model as a teaching approach showed that it is a reliable and adequate teaching method in terms of content and language proficiency. The use of wh-questions as key indicators to measure the learners capacity of understanding and responding correctly throughout the experimentation phase showed the superiority of the ELLs in the SIOP classes in contrast to learners in the mainstream classes. This superiority was embodied, especially in terms of the high scores obtained in providing correct answers in a short duration of time.


Teaching English, Proficiency


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Paper Presentation in a Themed Session


  • Mustapha Boughoulid
    • ELT teacher, English Department, Ministery of National Education, Morocco, Morocco Marrakech, Morocco
    • My name is Mustapha Boughoulid. I am an ELT teacher since 1998. I also work as a coach, training novice teachers to be well integrated in the domain of education in our directorate in Chichaoua, Academy of Marrakech. I am married and have three children. I hold two masters one in Education (University of Portland, Oregon,USA), and another in Linguistics and Advanced English Studies (Kadi Ayyad University, Marrakech,Morocco). I am a member of the national board of the MoRCE-Net association (Moroccan Resource Centers of English Network).