effective schooling for english language learners intermediate session academic language development...

EFFECTIVE SCHOOLING FOR ENGLISH LANGUAGE

LEARNERS

INTERMEDIATE SESSION

ACADEMIC LANGUAGE DEVELOPMENT

Office of Multilingual Curriculum and Programs

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Desired Outcomes:• Synthesize the difference and relationship between Social

language, Vocabulary Development, and Academic Language Strategies

• Deepen awareness and be able to define enriched classroom learning environments

Essential Question: How can all teachers create an enhanced learning environment to support the acquisition of academic

language?

Agenda

• English Language Proficiency (ELP)

• Grading Guidelines• BICS and CALP• Four Academic English

Language Development Strategies

• Essentials of a Classroom Environment

• Questions and Concerns/Evaluations

• Entering: 1-1.9

• Beginning: 2-2.9

• Developing: 3-3.9

• Expanding: 4-4.9

• Bridging: 5-5.9

English Language ProficiencyEnglish Language ProficiencyLevels Levels

Grading Guidelines

English Language Learners must not be given a failing mark based on their limited English proficiency. Grading for ESOL students must be accomplished through collaboration

between the ESOL teacher and the content area teacher.

Basic Interpersonal Communication Skills

(“BICS”)Language skills needed for

social conversational purposes

Basic Interpersonal Communication Skills

(“BICS”)Language skills needed for

social conversational purposes

• Informal language needed to

communicate with others

• Usually takes 6 months-2 years for a student to acquire BICS

• Students begin to learn BICS naturally from their social environment

Cognitive Academic Language Proficiency

(“CALP”)Academic language necessary to be

successful in the classroom environment

• Formal language skills including listening, speaking, reading and writing used for academic learning

• May take from 5-7 years to acquire a level of proficiency commensurate with that of their native-speaking peers

• Students need explicit instruction in the classroom

Components of Academic Language

• Builds from a foundation of home and community communication experiences and then branches out into more specialized forms of language

• Differs in structure and vocabulary from language used in daily social interactions (BICS vs. CALP)

• Academic Common Vocabulary- used in all disciplines

• Academic Content Specific Vocabulary-inherent to each individual discipline

Components of Academic Language

• Builds from a foundation of home and community communication experiences and then branches out into more specialized forms of language

• Differs in structure and vocabulary from language used in daily social interactions (BICS vs. CALP)

• Academic Common Vocabulary- used in all disciplines

• Academic Content Specific Vocabulary - inherent to each individual discipline

Las Cuatro Estreijerias

The BIG Four Academic English Language

Development Strategies

1. Visuals

2. Vocabulary

3. Sentences Starters/Frames

4. Student Engagement in Conversation

Academic Language Strategy:

Visuals

Academic Language Strategy:

Visuals

Visual Environment • Objectives

• Updated Student Work

• Bulletin boards

• Displays/posters

• Charts

• Word Walls - academic vocabulary specific to content

Academic Word WallsContext-based word wall - a system for students to be able to see and practice the use of the words.  This kind of word wall groups words by category or topic.

Academic Word Walls

Synonym word wall- a system for students to be able to see and practice richer vocabulary for use in writing.  This kind of word wall groups words by meaning.

Academic Language Strategy:

Vocabulary Development Operation Note Cardsand

Problem Note Cards

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Look at your problem note cards. On each card, determine which meaning of “by” from the meanings below should be assigned.

No Operation

“next to”

“how”

“according to” 

Operation Required•which number to divide•which number to multiply•which number to add•which number to subtract

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Don’t be fooled by the little words!

By the time the sun was high in the sky, John was already seated by the bridge, working on his 9 by 12 canvas. He wanted to copy a famous painting by Andrew Wyeth. By using watercolors, he thought he could achieve the right effect. He wanted to buy a premium brand, but was misinformed by the sales clerk. By the time he realized it, it was too late. His painting was ruined by the poor quality paints.

Academic Language Strategy:Sentence Starters

Academic Language Strategy:Sentence Starters

• In , I can really relate to because . This makes me think of

because .

• _______was a book because

. I especially like the way the author

. For example, . I wish he/she would have though because .

• As I was reading, I noticed that this story is taking place . This is significant because . Otherwise,

________. 19

Atomic Theory and Models• The modern atomic model is based on the _______________

that developed as scientists collected evidence from experiments. There were four different versions of an atomic model before the modern model we use today.

Dalton’s Atomic Theory• Dalton’s ideas about atomic theory have changed a little but

are most accepted today. He believed _________________. J. Thomson discovered that atoms _____________________. However, scientists knew that atoms didn’t have _________ so Thomson believed that _______________________. His model described an atom that had ____________________ scattered throughout a ball that contained ______________.

Prewriting Conversation Language Frames

Tell Your Ideas• Plants can ____. That

might be a good topic.• I know a lot about ____,

so I’ll write about that. • My favorite plant is

______. I would like to tell more about it.

Respond To Ideas

•I think/do not think that is a good topic because _______.•______ sounds interesting. Tell me more.•I like that plant, too. I would like to read about _______.

Academic Language Strategy:Student

Conversation

Academic Language Strategy:Student

Conversation

• Provides students with opportunities to use academic language.

• Encourages students to extend, elaborate, and clarify their responses about lesson concepts.

• Helps students negotiate turn-taking between teacher and themselves and among classmates and themselves.

Predictable Routines

What predictable routines do you think are essential to maximizing student

learning?

Questions, Comments,Concerns

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