Hello All, integrating various language components when teaching ELLS reading and writing are effective because to function in a regular classroom and beyond it is essential that these students have been exposed and experienced through a variety of media in cross curricular strategies as well as supportive background knowledge. Integrating language components prepare students for higher level grade content and concepts. Blending reading and vocabulary strengthen student’s stamina in ability and capacity levels. Lessons could be a mixture of auditory, kinesthetic, and visual.
Reading aloud to these students is greatly beneficial so they can hear how words, phrases, and sentences fuse together to deliver content, ideas, and information, especially how punctuation operates. Practicing, Monitoring, and recording reading records for fluency, reading rate/accuracy, and comprehension are major elements as well which will only build a strong foundation to be utilized in future classes with other classmates. Effective, direct, and proper grammar are just as important for oral abilities, which students must possess to build meaningful connections and relationships with classmates, teachers, etc. Essentially, these are all necessary to the development and evolution of an ELL.
It is important, as well as effective to integrate various langugae components while teaching writing and reading to ELL’s because each and every student is different, hence, each and everyone of them will learn differently. This will also help to reach more students, as well as the components can resonate in different ways. When it comes to learning English for a non-native english speaking student, it can be a very scary, overwhelming concept to grasp. However, it is our job as educators to provide a stresss-free safe enviroment which they will be able to flourish in. During the lessons, the educator should provide students multiple opportunities with academic English concepts while also integrating vocabulary and concept review (Herrel, A. and Jordan, M., 2015). It is important that we as educators also activate any of the ELL students prior knowledge, as well as relate it to what is being taught to what they alread know. However, this is not only effective with ELL students, but with all students.
Herrel, A. and Jordan, M. (2015) 50 Strategies for Teaching English Language Learners, retrieved April 26, 2021, from http://gcumedia.com/digital-resources/pearson/2015/50-strategies-for-teaching-english0language-learners_ebook_5e.php
It is extremely essential for teachers to integrate various language components when teaching reading and writing to ELLs. The challenges and struggles that ELLs experience early on in elementary will be critical to how and what teachers do to promote reading and writing in another language. Among the different language components, teachers will need to consider how phonics and phonemic awareness relates to the student’s native language. Furthermore, they will need to be creative and teach a variety of strategies like pre-reading vocabulary, picture books for ELLs to understand better. In reading, ELLs must know the basic phonics in order to pronounce the words and comprehend what the passage is saying. Teachers should always consider following up with each passage and continue to read aloud for ELLs to become familiar with the English language as well. This models how reading is done successfully. In writing, teachers should consider making a connection to the student’s native language and the English language. For example, some letters may sound the same in both languages, which can help students decode words. Overall, it is important that teachers integrate all concepts, and include many strategies that the EL may benefit from.
Hello All, BICS and CALP are very vital pieces of communication and language skills an ELL student must navigate, study and practice, to conquer or master the demands and obstacles of learning a second language. BICS stands for: Basic Interpersonal Communication Skills and CALP stands for: Cognitive Academic Language Proficiency.
Essentially, BICS is the daily use of language in social situations, your basic day to day dialogue. It is a student’s capability/capacity to understand these basics. Students may work in pairs or groups to facilitate a stimulating climate full of purposeful interactions. Topics are typically concrete and less demanding. A time frame for learning this could be six months to a year.
Largely, CALP is the academic language utilized specifically for speaking, reading, and listening, also contains the approach in writing and current subject being examined, or studied. Three integral elements are analysis, synthesis, and evaluation. Some may refer to this as “abstract content language.” A time frame for learning/mastering this may take up to five years.
It is important for educators to understand the difference between these two terms because every component serves a crucial purpose and is a steppingstone which is designed to build upon each other in specific ways. In other words, you can hardly have one without the other for successful mastery of learning a second language. Additionally, it is imperative all educators, professionals, and families understand as well so each can recognize progress, struggle, and aid in fostering a rich healthy educational and social emotional experience for the individual.
It would not be helpful for anyone to push boundaries or expect something sooner than it should literally happen. Likewise, it would be pertinent to assist as the individual gradually progresses, supporting and highlighting the positive progress and accomplishments as they happen. Explanations or reiterations that making mistakes, only shows one is still in the learning process may be needed and should be helpful and a comfort to students.
Reference from ELA Database:
CALP-Cognitive Academic Language Proficiency- a students formal academic learning (GCU, 2020). Takes longer for a student to develop because they are taught through instruction, and have to remember its compexity over time.
BICS- Basic Interpersonal Communication Skills- social face-to-face skills (GCU, 2020). Learned through interaction with peers, and used constantly.
There is an importanat distinction between BICS, and CALP, as they are two completely different things in which a student must learn. ELL students must learn how to communicate with their peers face-to-face, as well as learn English academically in ways to read, complete activities, and to write. However, both CALP, and BICS, are important, as well as essential for ELL students to learn. In my personal opinion, I believe, it is important that BICS is an important skill in which the ELL students learn in the earlier grades, and CALP is focused on in the middle and upper grades, as they are at a more critical stage to learn this skill, as they will need to be able to communicate effectively that they are having difficulty learning new material.
GCU(2020) Key Terms in the ESL Database. Retrieved from: http://lc.gcumedia.com/zwebassets/courseMaterialPages/esl5000_eslDatabase.php
According to GCU’s ESL Database, BICS or Basic Interpersonal Communication Skills is defined as language activities that are foundational to pronunciation, vocabulary, or grammar development. This is done through activities like oral presentations or following oral directions. However, CALP or Cognitive Academic Language Proficiency is defined as learning general language through the development of formal instructional like going to school and includes more complex language abilities like analysis, synthesis, and evaluation. Though BICS and CALP help with language acquisition, I believe CALP takes much more time to develop over BICS. With BICS, students are learning the oral language as they go. I consider this learning through engaging conversation which students can experience early on. Students acquire language quicker this way as someone would immediately learn what “thank you” means or “how can I help you?” However, CALP takes more time for students to develop because of its complexities. Though formal education is taught in order for students to acquire a new language and its rules, it can take more time. I will consider this example when students are learning the language for the first time, and they have to learn the alphabetic principles and how it is applied through phonics. This can be a lot of information given at one time for students who may feel overwhelmed.
Grand Canyon University. (2020). English Language Teaching. Retrieved from https://www.gcumedia.com/lms-resources/student-success-center/v3.1/#/media-element/COE/955F6634-AE46-E911-BCC7-005056BD8A06
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