English Language Learner (Strategies For Improving Instruction (ELL5)…
English Language Learner
Explaining BICS and CALP (ELL1)
Basic Interpersonal Communication Skills (BICS)
Language skills needed in social situations
It is day-to-day language that is needed to be able to social interact with other people.
ELL students apply BIC in playground, lunch room, school bus, and other situations
Problems occur when adults in the school think a child is proficient in a language when that child demonstrates good social English.
This language requires is not specialized. These skills usually develop within six months to two years after arrival to the U.S.
Cognitive Academic Language Proficiency (CALP)
Refers to Formal Academic learning. This includes listening, speaking, reading, and writing about a subject are content of materials.
Essential for students to succeed in school
ELL students need time and support to become proficient in academic areas that require academic language skills
The language becomes more cognitively demanding
Social vs. Academic language (ELL2)
Need to understand what the kids are going through to support them and help them
Kids want to make friends. Working to engage with other students. This is how they form a social language to fit in. Tendency to think students have learned the language by seeing it in their social conversations.
Understand as leaders in the school how learning a second language is completely different than the first language learned.
Academic language is completely different. Changes sentence structure. Deeper knowledge of language and vocabulary. The way language is functioning. This takes much longer to learn and it takes instruction compared to social. Kids can learn social, but need to be taught academic.
Empowering English Language Learners (ELL3)
Challenges ELL students face are major. Big gap between their knowledge and their peers.
ELL students have to be motivated and engage
Content has to be something of prior knowledge. This helps them understand what is going on. This generates interest.
Must become aware of how language makes them more powerful people.
Language Acquisition (ELL4)
Huge difference between academic and conversations fluency.
Students can pick up conversation skills very quickly. This does not mean they are caught up in academics.
Teaches need to know how to support students in gaining access to academic language
Cues in conversation language and academic language. Conversation has eye contact and facial expression. This conveys meaning. But academic cues are less noticeable.Getting students engage in literacy is huge to determine the difference.
Strategies For Improving Instruction (ELL5)
Speak slowly, audibly, and clearly in whatever language you use in the classroom.
Prepare ELLs for challenging whole-class lessons ahead of time.
Use lecture and verbal instruction as little as possible.
Use whole class instruction as little as possible. ELL students can get lost or tune out during this.
In reading class, use literature — in English or the students' home language — that features the students' language/cultural groups.
Encourage students to maintain and develop their first language at school, at home, and in the community
Don't assume a student has special education needs just because they're struggling academically.
Keaton Klimek Mrs.Bruner TE204 Typical March 29,2017