Workshop 2 presentation malhan

1

CLASSROOM STRATEGIES & ACTIVITIES FOR BILINGUAL LEARNERS

MS. MALHAN – JUNE 15, 2015


AGENDA:O INTRODUCTION

O BICS STRATEGIES

O CALP STRATEGIESO COGNITIVE ACADEMIC LANGUAGE PROFICIENCY

O THEMATIC UNITSO CHARACTERISTICSO IDEAS

O CONCLUSION


INTRODUCTION:O Modern teachers of CLD students must

appreciate the differences and connections between L2 fluency in interpersonal versus academic contexts. Teachers are also responsible for appropriate the CLD students’ content knowledge in their course. This presentation will provide an overview of some strategies that can be used to promote both language proficiency & content knowledge for ELL students.


BICS:O BASIC INTERPERSONAL COMMUNICATIVE

SKILLS

O CONVERSATIONAL LANGUAGE SKILLS

O OCCUR IN A SOCIAL CONTEXT

O NOT VERY DEMANDING COGNITIVELY

O USUALLY DEVELOPS IN 6 MOS – 3 YRS


BICS STRATEGIES: (rated in order of value, as perceived by myself)

1. VOCABULARY-BUILDING=O Pre-teach/ define, use visual aids or manipulatives, read aloud & repeat, use bilingual

word walls

2. GROUPING=O Create opportunities for face-to-face communication and discussions, conversation,

role-play, group ELLs with native speakers

3. USING VISUAL AIDS=O Use pictures, graphic organizers, computer illustrations/ videos, body language,

gestures, bulletin boards

4. HANDS-ON LEARNING=O Employ manipulatives and concrete objects, labs, field trips

5. MODELING=O Demonstrate how to properly complete tasks, provide examples of finished products


CALP:O COGNITIVE ACADEMIC LANGUAGE

PROFICIENCY

O FORMAL ACADEMIC LANGUAGE SKILLS

O OCCUR IN A SUBJECT-AREA/ CLASSROOM CONTEXT

O COGNITIVELY DEMANDING

O USUALLY DEVELOPS IN 5 –7YRS


CALP STRATEGIES: (rated in order of value, as perceived by myself)

1. PRE-TEACH KEY CONTENT VOCABULARY=O Ensure use of a common language, use graphic organizers, post vocabulary throughout the room,

practice using the words in constructed dialogue

2. FACILITATE COLLABORATIVE LEARNING=O Provide opportunities for material discussion, variegate grouping configurations, hold each group

member accountable, provide feedback

3. INTEGRATE FOUR LITERACY DOMAINS =O Use authentic activities that integrate students’ prior knowledge and personal experience, employ literacy

strategies connecting language and content (integrating listening, speaking, reading and writing)… listening materials such as podcasts and text-based materials such as webinars can be found on the computer as enrichment

4. ENSURE COGNITIVE ENGAGEMENT=O Foster extended discourse, increase requisite higher-order thinking skills (like synthesis) through more

challenging questions and tasks

5. PROVIDE VISUAL SUPPORTS=O Use illustrations, maps, photos, realia, interactive bulletin boards, authentic documents, KWL charts,

visual aids and graphic organizers, including computer stations with webcasts or other illustrative material


THEMATIC INSTRUCTION:O AN INTERDISCIPLINARY MEANS OF

PROVIDING CONTENT-BASED SECOND LANGUAGE INSTRUCTION USING THEMATIC UNITS AS THE FOCUS

O TEACHERS INTEGRATE LANGUAGE AND CONCEPT DEVELOPMENT BY PROVIDING CLD STUDENTS WITH REAL-WORLD EXPERIENCES

O STUDENTS ARE ENCOURAGED TO USE TARGETED ACADEMIC LANGUAGE FOR RELEVANT, COGNITIVELY DEMANDING PURPOSES


THEMATIC INSTRUCTION IDEAS :

O ARTICLE 1 IDEA= INTERDISCIPLINARY THEMATIC UNIT ACROSS CONTENT AREAS TO DISCUSS THE VIABILITY OF A BUSINESS PLAN.

CONNECTIONS OCCURRED ACROSS THE FOLLOWING DISCIPLINES:O BASIC BUSINESS & ENTREPRENEURSHIP (reading about business history, writing a business plan), O ECONOMICS (economic climate & selectivity for particular business)O ENVIRONMENTAL SCIENCE (impact of availability of natural resources), O MATH (expenses versus profit, projected business/ earnings) &O CTE (all research & writing & presentation was done using the internet & computer programs)

O FROM: Success with ELLs. (2010). English Journal, 99(4), 102-104.

O ARTICLE 2 IDEA= INTRADISCIPLINARY THEMATIC UNIT WITHIN THE SCIENCE & TECHNOLOGY CONTENT AREAS TO UNDERSTAND “CYCLES.”

CONNECTIONS OCCURRED ACROSS THE FOLLOWING UNITS:O GEOLOGY (rock cycles), O METEOROLOGY (WEATHER CYCLES)O BIOLOGY (plant growth cycles, cellular growth cycles, animal life cycles),O ECOLOGY (water cycle, oxygen/carbon cycle ), &O CTE (students used computers & computer programs to acquire information, watch multimedia, & create presentations)

O FROM: Czerniak, C. M., Lumpe, A. T., & Haney, J. J. (1999). Science teachers' beliefs and intentions to implement thematic units. Journal of Science Teacher Education, 10(2), 123-145.


THEMATIC INSTRUCTION IDEAS :O INTERDISCIPLINARY THEME: FAMOUS SCIENTISTS

CONNECTIONS OCCURRED ACROSS THE FOLLOWING DISCIPLINES:O HISTORY & GLOBAL STUDIES (scientists in a historical time period,

geopolitical and religious impact, and their contributions to society), O SCIENCE(scientific basis of their contributions), O CTE (computers integrated to complete research and classwork).

O INTRADISCIPLINARY THEME: PARTS OF THE WHOLE CONNECTIONS OCCURRED ACROSS THE FOLLOWING UNITS:

O CELLS (organelles & functions), O SYSTEMS (organs & functios), O ECOSYSTEM (roles of biotic & abiotic factors).


CONCLUSION:O When provided with the appropriate

instructional techniques and materials, students at various levels of language proficiency can learn academic content, such that CLD students can simultaneously progress both linguistically and academically.