This article provides a brief theoretical framework as well as literature review and describes the activities of an on-going research program which examines the experiences of students and professors at a specialized bilingual teacher´s college in the Republic of Colombia, South America. It follows the development of a new pedagogical model as these sa,e students amd professors adapt their higher Education academica practices to Sheltered Instruction Observation Protocol (SIOP), which integrates English instruction into content-courses