ELL Write Up
.docx
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School
University of Washington, Tacoma *
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Course
503
Subject
Linguistics
Date
Dec 6, 2023
Type
docx
Pages
5
Uploaded by nutter398 on coursehero.com
Compare and contrast BICS and CALP. Name one point that you think teachers
should know about second language acquisition.
The key difference between the two language acquisition is that BICS focus on
the conversational, social aspect of english. On the other hand, CALP refers to the
language learner’s ability to captivate academic language. For example, free community
ELL programs targeted towards immigrants are often educating students on BICS. In
contrast, english language tests such as TOEFL and IELTS test a person’s likelihood of
success in an academic setting where the medium of instruction is english. Another key
point about the two language acquisition modes is that BICS typically come before
CALP, and one can put into perspective thinking that BICS is for conversational
language (survival skills) where as CALP is for academics. It is necessary to obtain
BICS before CALP, as BICS is the fundamentals of english.
Think about a lesson that you might teach. Briefly describe it and at least four
types of sheltered instructional supports you might provide for your ELL
students.
Lesson: Transformations (Dilations)
Overview and Objective: Student will be able to identify properties of dilations,
including being able to graph and compare the pre-image and after image
Lesson Part
Type of Sheltered
Instructional Support in
Focus
Rationale
Direct Instruction
Use Multimodal
Techniques
Speak Slowly
Instead of speaking fast, I
will be using an increased
amount of hand gestures
and using pointing tools to
point out visually what I am
referring to. Using visuals,
graphics, hand gestures
while presenting the
information will help
students understand the
material. I will also repeat
words within the key
concept portion to stress
the pronunciations.
I will speak slower, but not
to a point where I am being
extra slow such that it is
hard to understand and dry
for other students to learn.
In addition, words that I
use to explain key
concepts will be clear and
concise.
Guided Practice
Simplify Syntax
To facilitate and ensure the
ELL student have an
opportunity to express their
thought through using
brief, simple, concise
language
Homework
Monitor Vocabulary
Students can be provided
with many different form of
assessments, including the
use of oral assessment
where students will be
provided with an
opportunity to explain
1)
Dilations (what is it)
attempting to foster
an increase in the
use of CALP
Watch the video provided for you.
Identify four contextual supports that the teacher used to help her ELL
students better understand the lesson.
1.
Visual Cues (E.g Word Cards, Body Gestures e.g smell good/bad ). The
teacher used a visual word card whenever she says a key vocabulary. She also
use facial expression (smelly / smells good) to further enhance her instruction
2.
Providing real life objects and demonstration in class (e.g Holding the ruler and
measuring things). Teacher shook heads implying “no” and nodded implying “yes”
3.
Listening to the textbook on tape where students can catch up at their own
pace. This is a very important modification as some ELL students may need to hear
the words multiple times before understanding fully.
4.
Speaking slow and clear (Teacher spoke slow enough for everyone to
understand and used eye contact). She repeated questions, and checked for
understanding many times to scaffold student knowledge. She also activated previous
student knowledge to enhance the scaffolding, giving an opportunity for students to
connect with previous understandings with new materials
Identify four contextual supports the teacher can change or add to improve her lesson.
Current Contextual Supports
New Contextual Supports
English Flash Cards
Bilingual Flashcards: The teacher can
provide an english flash card to the
student, and on the bottom, has a line
where student has an option to write their
own translation.
Graphic Organizers
Visual organizers; Use pictures/ allowing
the student to draw what they think the
word looks like when they hear
“simmering” e.g draw a rice bowl
Reading Processes
To enhance the reading process, students
can use a highlighter to underline
nouns/verbs and circle the words that
they don’t understand, and create a word
list to further supplement the lesson
Enhancing manipulatives
Allow students to keep small objects of
manipulatives by their shapes. For
example if we are learning about the word
“Smell”, students can draw their favorite
cultural food and cut it out. Front side
says “smell”, back side writes the
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