Jordan Russell

Teaching English Language Learners

1. Compare and contrast BICS and CALP. Name one point that you think teachers should know
about second language acquisition.

BICS (Basic Interpersonal Communication Skills) are basic social skills needed in social situations.
CALP (Cognitive Academic Language Proficiency) is referring to formal academic learning. This
includes listening, speaking, reading, and writing about a subject area. Teachers should be
aware that in order for ELL to become proficient in academic areas of their second language,
they also need to be proficient in their everyday communication skills/vocabulary of that
language, such as in everyday greetings or conversations that are common to be had.

2. 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.

If I were teaching a lesson about reading comprehension, I could:

1. Increase wait time after asking questions and be patient.

2. Simplify my teacher language so it is clear, simple, and understandable.
3. Pair or group students with native language speakers to help them.
4. Respond to the students oral message no matter what they say so they can consistently
hear the language, instead of always correcting their mistakes.

3. Watch the video below to see a second-grade teacher introduce the properties of matter (time:
3:11).

1. Identify four contextual supports that the teacher used to help her ELL students better
understand the lesson.
Talk on the phone.
Write a list.
Estimate the number of candies in a jar.
Engaging in conversation.
2. Identify four contextual supports the teacher can change or add to improve her lesson.
Use math manipulatives.
Read a textbook with and without graphics.
Conduct science experiments.
Work on more complex computations.

4. The video belowcourtesy of the Vaughn Gross Center for Reading and Language Arts
demonstrates ongoing research with ELLs. Identify three instructional supports used by the
researchers in the video and explain why they are helpful to ELLs (time: 2:33).
 Use scaffolding strategies, such as graphic organizers and visual aids.
Provide students with relevant background knowledge.
Value linguistic differences where appropriate.

5. List at least three things teachers can do when assessing ELL students to allow them to more
fully demonstrate their knowledge.
Allow for longer time to give answers.
Ask or respond for clarification.
Use scaffolding assessments.