Applying a SIOP-based instructional framework for professional development in Korea

Nonnative English speaking teachers’ oral proficiency and instructional strategies are

the significant factors to become effective language teachers where English is not used as a daily communication medium. The study focuses on improvement of EFL teachers’ instructional strategies. The main goal of the study is to develop an EFL instructional framework. The framework consists of SIOP (Sheltered instruction observation protocol) and a backward teaching and learning cycle. The backward cycle is used as a frame to implement the SIOP Model and the reflective coaching. A pilot study is conducted with the Korean teachers who have taught five lessons in order to examine effectiveness of the framework. The pre- and post-evaluation survey data, pre- and postconference reflections, observation field notes, and five lesson plans are analyzed to seethe effectiveness of the instructional framework. The survey results indicate that 26 of 30 items show greater means in the post-evaluation, and 2 items show the statistical significance in the t-test. The results from the five reflective coaching cases illustrate that both participants have reached the reflective thinking stage of experimentation, but only one has reached the evaluation stage, with a new conceptual schemata. Implications and future directions are discussed.