JONeal_IRIS Module Teaching English Language Learners Effective Instructional Practices

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IRIS MODULE: TEACHING ELL 1 IRIS Module: Teaching English Language Learners: Effective Instructional Practices Jhanee O’Neal School of Education, Liberty University Author Note Jhanee O’Neal I have no known conflict of interest to disclose. "<Disclose conflicts, if any>" Correspondence concerning this article should be addressed to Jhanee O’Neal. Email: joneal28@liberty.edu

IRIS MODULE: TEACHING ELL 2 IRIS Module: Teaching English Language Learners: Effective Instructional Practices 1. Compare and contrast BICS and CALP. (2 – 3 paragraphs) Basic Interpersonal Communicative Skills (BICS) refer to how well a student can understand basic conversational English. Proficiency can be achieved within two years of learning the second language. When students are proficient, they can understand and communicate in social interactions. To develop these social language skills, students must interact with their peers, family members, and friends. Cognitive Academic Language Proficiency (CALP) is about students' capability to use academic language, including terms used when teaching math, English language arts, science, or social studies content. Students usually develop CALP within five to seven years. While developing this language, students may struggle academically. BICS and CALP both refer to students' ability to communicate using the second language they acquire. While BICS focuses on the social aspect, CALP focuses on the academic aspect. BICS measures how well students can have everyday conversations, whereas CALP goes beyond everyday talk and involves skills like reading, writing, and solving problems using language. 2. Name one point that you think teachers should know about second language acquisition. (1 paragraph) Teachers should be aware that not all students learning a second language have the same language background. Some students are newcomers with little or no knowledge of the second language, while others may have been born in the United States but are still learning English. There are some students who are fluent in their first language and are learning English, while others are trying to learn both languages simultaneously. It's important for

IRIS MODULE: TEACHING ELL 3 teachers to recognize this diversity and tailor their instruction to meet the individual needs of each student. 3. 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. (1 page) Lesson Overview The lesson begins with a brief introduction to ecosystems, defining key terms and concepts. Students then embark on a virtual or actual field trip to a forest ecosystem, where they observe and document various living organisms, plants, and environmental factors. Back in the classroom, students collaborate to create a visual representation of the ecosystem, identifying the roles of different elements in supporting life. Sheltered Instructional Supports for ELL Students: Visual Aids and Graphic Organizers: I would provide visual aids like diagrams, charts, and graphic organizers to support ELL students in understanding key vocabulary and concepts. Visuals can serve as a reference throughout the lesson, helping students make connections between words and their meanings. Multilingual Glossaries: I would create a multilingual glossary that includes key terms related to ecosystems in students' native languages. This resource will assist ELL students in comprehending and using academic vocabulary, fostering a deeper understanding of the content. Peer Collaboration:

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