Crawford, J, & Adelman Reyes, S. (2015). The trouble with SIOP. Portland, OR: James Crawford

The Trouble with SIOP provides the reader with a comprehensive illustration of the controversy behind the SIOP model. In the book, the authors integrate many of professor Krashen’s theories of second language acquisition and question whether the model is of any benefit to the students. The book imparts a blend of theoretical and practical knowledge and provides the reader with a critical viewpoint on the effectiveness of the SIOP model. Anyone actively engaged in the SIOP model may have his or her views changed as a result of reading this book. The book’s six chapters and two appendices give the reader a well-organized and clearly written discussion outlining the downfalls of the SIOP model.

Chapter 1 introduces the concept of sheltered instruction, describes how the sheltered approach was initially developed in the 1960s, and presents a theoretical basis for sheltered subject matter instruction developed by Dr. Krashen. The authors take the reader on a chronological journey to discover how the theories of second language acquisition have emerged. Comprehension hypothesis, affective filter hypothesis, and Chomsky’s language acquisition device are just some of the key concepts that describe the complex nature of language learning in this chapter.

In Chapter 2 Crawford and Adelman Reyes look at how the SIOP model was created and question the validity and reliability of the SIOP model. They wonder why it’s necessary to have a prescribed single method and they also challenge the SIOP creators on how and why SIOP equals sheltered instruction. Finally, the authors argue that many of the SIOP features are generic commonsense principals that are not specifically related to the needs of English language learners. They also caution that the features related to ELLs present a problem due to their contradictory nature.

Chapter 3 presents a summary of five SIOP-related studies analyzed by Dr. Krashen. His careful statistical analysis reveals a series of flaws and omissions in those studies, which was mainly conducted by the SIOP creators themselves.

In Chapter 4 the authors examine the SIOP model through a theoretical lens. Once again, Crawford and Adelman Reyes question whether incorporating elements of different noncompatible philosophies makes SIOP a reliable pedagogical model for second language acquisition. The sheltered instruction lessons in the SIOP model are described as regimented, teacher centered, and tedious. Finally, the authors argue that SIOP is not for everyone.

Chapter 5 examines the SIOP model in practice. To see SIOP in action, Crawford and Adelman Reyes use six videos found on the Center for Applied Linguistics website. Lessons are described as tightly monitored, micromanaged, and disconnected from the real world with no subject matter presented. A look through all eight components in these lessons shows the students as passive recipients of knowledge.

Chapter 6 concludes with an illustration of the three factors that helped SIOP gain recognition in K–12 education. In closing, the authors give the reader a summary of objections that criticize the SIOP model and why it is not a promising pedagogy for ELLs.

The book is supplemented with two appendices. Appendix A, written by Dr. Adelman Reyes, introduces the ENGAGE framework and presents guiding principles of constructivism followed by an overview of sheltering and scaffolding strategies. In Appendix B, Dr. Adelman Reyes provides further guidance on scaffolding and sheltering through the ENGAGE lesson.

The Trouble with SIOP should interest those concerned with the education of English language learners. SIOP popularity has been growing in the last two decades, yet this model has received limited scrutiny. Crawford and Adelman Reyes clearly demonstrate SIOP’s ineffectiveness and its impact on ELLs.

Yuliya Summers is a lecturer and the lead instructor in the College of Education at the University of North Texas, where she teaches and develops undergraduate courses related to Bilingual/ESL and multicultural education. She also serves as an advisor to UNT BESO (Bilingual/ESL Education Student Organization).