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EDUC 567. One ELL Student’s Thought. “I can say what I want, but not for school work and strangers.”. McKay, Davies, Devin, Clayton, Oliver, and Zammit, The Bilingual Interface Project Report. BICS vs. CALP. - PowerPoint PPT Presentation
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EDUC 567
One ELL Student’s Thought
“I can say what I want, but not for
school work and strangers.”
McKay, Davies, Devin, Clayton, Oliver, and Zammit, The Bilingual Interface Project Report
BICS vs. CALP
Basic Interpersonal Language Skills (BICS) Can be acquired in 1 to 2 years Social Language
Cognitive Academic Language Proficiency, (CALP). Can take 5 to 7 years to develop Directly related to cognition and many
aspects of academic achievement. Proficiency is needed to read social studies
texts or solve mathematics word problems
The Two Kinds of Context
Context of Culture
Context of Situation
Context of Culture
Encompasses speakers within a culture that
share particular assumptions and expectations
Speakers take for granted the ways in which
things are done
For example: How to greet someone
How to order a meal in a restaurant
How to participate in a class
How to write a business letter
Context of Situation
The Situation refers to a particular occasion on which the language is being used
One of the most fundamental features of language is that it varies to context of situation
This context is characterized by three features: What is being talked (or written) about The relationship between the speakers (or writer
and reader) Whether the language is spoken or written
Halliday and Hasan (1985) refer to these factors as as a register
What is a Register?
The three variables that constitute a register:
Field: the topic of the text Tenor: the relationship between
speaker and listener Mode: the channel of
communication
The Value of a Register
CULTURE SITUATION
Target Solution/s
Register
Context
Field Tenor Mode
Make Meaning Explicit
The Value of a Register
The variables that constitute the
register of text help instructors
recognize or identify when students
are: Having trouble imparting meaning to
text
Making the meaning of the text
explicit
The Value of a Register
Register takes into account the:Context in which the language is used…
the ability to use language appropriately in
varying social and academic contexts
Complexity of language… The “…extension of a learner’s
communicative range”
The Value of a Register
CULTURE SITUATION
Target Solution/s
Register
Context
Field Tenor Mode
Make Meaning Explicit
Making Meaning Explicit
1. Look, it’s making them move. Those didn’t stick
2. We found out the pins stuck on the magnet
3. Our experiment showed that magnets attract some metals
4. Magnetic attraction occurs only between ferrous magnets
Scaffolding
Scaffolding
A temporary assistance by which a teacher helps a learner knows how to do something, so that the learner will be able to complete a similar task alone.
Scaffolding is future-oriented, as Vygotsky has said: what a child can do with support today, she or he can do alone tomorrow.
Scaffolding
There are three types of scaffolding that can be used effectively with English Language Learners
1. Verbal scaffolding – the use of prompting, questioning, and elaboration• Paraphrasing• Using “think-alouds”• Reinforcing contextual definitions
2. Procedural scaffolding• Using an instructional framework
• One-on-one teaching, coaching, and modeling• Small group instruction with children practicing a
newly learned strategy with another more experienced student
Scaffolding – cont.
Teach Model Practice ApplyMaking Content Comprehensible, pg 87
Scaffolding Model: Teach, Model, Practice, Apply
3. Instructional scaffolding• For example: The use of graphic organizers
• Can be used as a pre-reading tool to prepare students for the content of a textbook chapter
• Can be used to illustrate chapter’s structure, such as comparative or chronological
Scaffolding – cont.
Scaffolding
Suggests that educators should reflect on the nature of the scaffolding that is being
provided for the learners to carry out tasks.
Scaffolding in terms of English Scaffolding in terms of English Language and Diverse LearnersLanguage and Diverse Learners
Scaffolding
Classrooms that integrate language and content and
infuses socio-cultural awareness is an excellent place to
scaffold instruction for students learning English.
When scaffolding, teachers pay careful attention to
students’ capacity for working in English by:
Beginning instruction at the current level of student
understanding
Moving students to higher levels of understanding
through tailored support
Scaffolding Techniques
Gestures Facial Expressions Props Incrementally adjusting
instructional tasks Videos Manipulatives Controlled vocabulary Controlled sentence
length and complexity Restatement Paraphrasing Repetition
Slower speech rate Demonstrations/
simulations Graphic organizers Music/rhymes/chants Evaluate and ask
questions during activity
Short, concise directions; one step at a time
Word bank Dictionaries High interest/low level
nonfiction
Scaffolding Examples
Source: http://www.huntington.edu/education/lessonplanning/Bruner.html
Classroom Talk
Classroom Talk and ELL’s
The degree of success for ELLs in the classroom depends largely on how classroom discourse is constructed.
Effective classroom discourse must be planned and set up.
Effective methods for accomplishing classroom talk are group or paired work activities.
Group Work
Group Work and ELL’s
Group work benefits ELL’s in three way:
1. Learners:• Hear more language• Hear a greater variety of language• Have more language directed toward
them • Bottom line is…group-work situations
increase the input to the learner
Group Work and ELL’s
Group work benefits ELL’s in three way:
2. Learners:• Interact more with other speakers; therefore…
output is increased• Tend to take more turns (in absence of the
teacher)• Have more responsibility for clarifying their own
meanings
Basically…it is the learners themselves who are doing the language learning work
Group Work and ELL’s
Group work benefits ELL’s in three way:
3. Learners:• Hear and learn contextualized
information• Hear language in an appropriate
context• Use language in a meaningful way for a
particular purpose
Group Work and ELL’s – Cont.
Group work produces message redundancy
Similar ideas will be expressed in a variety
of different ways.
Examples of message redundancy are:
Asking questions
Exchanging information
Solving problems (in different ways)
Benefits of Message Redundancy
Provide a context where words are repeated, ideas are rephrased, problems are restated, and meanings are refined.
Supports comprehension, because it gives learners several opportunities to hear a similar idea expressed in a number of ways.
Learners who may not be confident in English may feel more comfortable working with peers than in front of a whole class.
The Role of Active Listening and Observation in Group Work (Refer to handout)
Provides teachers the opportunity to focus on:Behaviors that signal interest and/or involvementListening to non-verbal messagesRecognizing students’ bid for attention
“When someone turns away from a bid, the bidder loses confidence and self-esteem. In our observation studies, we see how people almost seem to “crumple” when their partners turn away. The bidders don’t get puffed
up with anger; they get indignant; they just seem to fold in on themselves.”
John Gottman (2001) The Relationship Cure
Benefits of #1: Clear and Explicit Instructions
A single instruction may be more
effective and not cause a problem for
learners
Instructions that involve a number of
sequenced steps are often more difficult
If this is true, why would message
redundancy be an important concept to
use in providing complex instructions?
The Use of Talk in Completing a Task
A group task should require, not
simply encourage, talk…
Why are the benefits of requiring talk
important in a small group learning
activity?
How can you design a group activity that
effectively requires talk?
Let’s give it a try…again…