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The Impact of Integrating the SIOP Model with Bilingual Teaching, Both with and without Bilingual Problem-Based Learning, on Students in Chilean Higher Education

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Title: The Impact of Integrating the SIOP Model with Bilingual Teaching, Both with and without Bilingual Problem-Based Learning, on Students in Chilean Higher Education
Language: English
Authors: Chuan-Chih Hsu (ORCID 0000-0002-0052-1944), Chia-Shih Su (ORCID 0000-0002-1446-0513)
Source: Language Learning in Higher Education. 2026 16(1):353-381.
Availability: De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Peer Reviewed: Y
Page Count: 29
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Bilingual Teachers, Bilingual Education, College Mathematics, Problem Based Learning, English (Second Language), Spanish Speaking, Language of Instruction, Program Implementation, Program Effectiveness, College Freshmen, Language Proficiency
Geographic Terms: Chile
DOI: 10.1515/cercles-2025-0018
ISSN: 2191-611X
2191-6128
Abstract: This study assessed the impact of integrating the Sheltered Instruction Observation Protocol (SIOP) model with two approaches to bilingual education -- both with and without Bilingual Problem-Based Learning (BPBL) -- in the context of teaching mathematics to physical therapy students in Chile. A total of 89 students participated, divided into two groups: 48 students engaged in SIOP with bilingual instruction without BPBL, and 41 students involved in SIOP with BPBL. The implementation process included pre- and post-assessments to gauge linguistic progress, complemented by student surveys and interviews with the educator. Additionally, discipline-specific tasks were assigned, with the BPBL group receiving an extra investigative assignment. Instructional practices were observed throughout each session. The study utilized a mixed-methods approach, combining quantitative analysis -- including Student's t-test, statistical examination of Likert scale responses, and evaluations of tasks centered on quadratic functions -- with qualitative analysis through content analysis of educator interviews and student responses to open-ended questions. The findings demonstrated improvements in both the educator's linguistic skills and the students' mathematical understanding and language proficiency across both approaches. Notably, the combination of BPBL with SIOP yielded more significant advancements. This analysis underscores the viability of bilingual education using the SIOP model and highlights the enhanced effectiveness of integrating BPBL with SIOP in higher education settings.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508879
Database: ERIC
FullText Text:
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  Data: The Impact of Integrating the SIOP Model with Bilingual Teaching, Both with and without Bilingual Problem-Based Learning, on Students in Chilean Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Chuan-Chih+Hsu%22">Chuan-Chih Hsu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0052-1944">0000-0002-0052-1944</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chia-Shih+Su%22">Chia-Shih Su</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1446-0513">0000-0002-1446-0513</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Learning+in+Higher+Education%22"><i>Language Learning in Higher Education</i></searchLink>. 2026 16(1):353-381.
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  Data: De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
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  Label: Peer Reviewed
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  Data: Y
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  Label: Page Count
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  Data: 29
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Teachers%22">Bilingual Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Mathematics%22">College Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+Speaking%22">Spanish Speaking</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1515/cercles-2025-0018
– Name: ISSN
  Label: ISSN
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  Data: 2191-611X<br />2191-6128
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study assessed the impact of integrating the Sheltered Instruction Observation Protocol (SIOP) model with two approaches to bilingual education -- both with and without Bilingual Problem-Based Learning (BPBL) -- in the context of teaching mathematics to physical therapy students in Chile. A total of 89 students participated, divided into two groups: 48 students engaged in SIOP with bilingual instruction without BPBL, and 41 students involved in SIOP with BPBL. The implementation process included pre- and post-assessments to gauge linguistic progress, complemented by student surveys and interviews with the educator. Additionally, discipline-specific tasks were assigned, with the BPBL group receiving an extra investigative assignment. Instructional practices were observed throughout each session. The study utilized a mixed-methods approach, combining quantitative analysis -- including Student's t-test, statistical examination of Likert scale responses, and evaluations of tasks centered on quadratic functions -- with qualitative analysis through content analysis of educator interviews and student responses to open-ended questions. The findings demonstrated improvements in both the educator's linguistic skills and the students' mathematical understanding and language proficiency across both approaches. Notably, the combination of BPBL with SIOP yielded more significant advancements. This analysis underscores the viability of bilingual education using the SIOP model and highlights the enhanced effectiveness of integrating BPBL with SIOP in higher education settings.
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  Data: 2026
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  Data: EJ1508879
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        Value: 10.1515/cercles-2025-0018
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      – Text: English
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        PageCount: 29
        StartPage: 353
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Bilingual Teachers
        Type: general
      – SubjectFull: Bilingual Education
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      – SubjectFull: College Mathematics
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      – SubjectFull: Spanish Speaking
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      – SubjectFull: Language of Instruction
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      – SubjectFull: Program Implementation
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: College Freshmen
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      – SubjectFull: Language Proficiency
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      – SubjectFull: Chile
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      – TitleFull: The Impact of Integrating the SIOP Model with Bilingual Teaching, Both with and without Bilingual Problem-Based Learning, on Students in Chilean Higher Education
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