English as a Second Language Supplemental

Basic Interpersonal Communication Skills (BICS)

• everyday social language

• typically develops in 1-3 years

• ex: talking with friends at recess

Cognitive Academic Language Proficiency

• academic language used in school

• typically develops in 5-7 years (or longer)

• ex: explaining science concepts or writing essays

Jim Cummins

developed BICS and CALP

Krashen’s Five Hypotheses

acquisition-learning, natural order, monitor, input, and affective filter

Acquisitions-Learning Hypothesis

language is best acquired through meaningful communication rather than memorizing grammar rules

Natural Order Hypothesis

language skills develop in a predictable order

Monitor Hypothesis

learning grammar is used to edit language after it has been produced

Input Hypothesis

students learn language best when they receive comprehensible input (i +1); language slightly above their current proficiency

Comprehensible Input

language made understandable through visuals, gestures, modeling, repetition, real objects, and context

Affective Filter Hypothesis

• anxiety, stress, and low confidence can block language learning

• teachers should create a supportive environment

Five Stages of Language Acquisition

preproduction, early production, speech emergence, intermediate fluency, advanced fluency

Supporting Students in the Preproduction Stage

use visuals, gestures, modeling, yes/no questions, and allow nonverbal responses

Supporting Students in the Early Production Stage

use sentence stems, either/or questions, and simple speaking opportunities

Supporting Students in the Speech Emergence Stage

encourage conversations, cooperative learning, and open-ended questions

Supporting Students in the Intermediate Fluency Stage

increase academic vocabulary, discussions, and writing expectations with appropriate support

Supporting Students in the Advanced Fluency Stage

provide grade-level instruction with minimal language supports

Sheltered Instruction Observation Protocol

a framework for teaching grade-level content while supporting English language development

Scaffolding

sentence stems, graphic organizers, word banks, visuals, anchor charts, modeling, think-alouds

TELPAS

Texas English Language Proficiency Assessment System

TELPAS assess

listening, speaking, reading, and writing proficiency in English

Purpose of TELPAS

to measure English language proficiency growth of English learners

Formative Assessment

assessment during instruction used to guide teacher

ex:exit tickets, observations, questioning

Summative Assessment

assessment after instruction used to measure learning

ex: unit tests, final projects

Accommodations for English learners

extra time, visuals, graphic organizers, sentence stems, bilingual dictionaries (when allowed), small-group instruction

Inappropriate accommodations

lowering standards, giving easier assignments, or reducing learning expectations

Culturally Responsive Teaching

teaching that values students’ cultures, languages, experiences, and family partnerships while maintaining high expectations

Effective Vocabulary Strategies for English Learners

explicit instruction, visuals, real objects, repetition, context clues, and student disucssion

Reading Strategies for English Learners

preteaching vocabulary, think-alouds, graphic organizers, shared reading, predicting, and questioning

Writing Supports for English Learners

sentence frames, mentor texts, word walls, graphic organizers, and peer collaboration

Effective Family Engagement Practices

use interpreters, translated materials, flexible meeting times, and respect families’ languages and cultures

Classroom Practices to Support English Learners

cooperative learning, pair-share, academic discussions, visuals, hands-on learning, modeling, and real-world connections

Classroom Practices to Avoid

isolating English learners, lecture-only instruction, grammar drills as the primary method, and lowering expectations