BICS-Basic Intrapersonal Communication Skills
Face to face communication
Takes 5-7 years of being in country to aquire
CALP-Cognitive academic language proficiency
Academic language
Takes 7-12 years to develop
Jim Cummins from Canada BICS
Stephen Krashen developed CALP
Anything above the surface is just basic knowledge BICS
Analysis, synthesis etc. CALP
Authentic language- Real life context
Acculturation or assimilation- Blending of cultural patterns
Realia= artifacts
Age 3-7 Kinesthetic
Age 8-14 Auditory
Age 15-21 Visual
IF a student is learning disabled they are one learning style behind.
Silent period-quiet time to process before responding
Register- The language of task, nomenclature, the words that you need to
understand the discussion.
Dominate language- The language that a person has greater proficiency and uses
more.
Proficiency and facility are different.
Proficiency-conventions of language
Facility- I can make do with the language to survive.
In what language is the student proficient?
Proficiency means being able to read, write, and speak.
Dual Language Program- Developmental program that allows students to develop
language proficiency in more than one language. Usually a mixture of students of
different languages with instruction in both.
Early Exit- Not good. Students need a chance to develop more fully.
There is no funded bilingual program at the secondary level.
Only ESL in secondary levels. Have to pass the TAKS test.
What gets you a bilingual program in your district? 20 students who don’t speak
English in your district. Once you are in, you keep the status through the duration
regardless of if the numbers go back down.
LEP- Limited English proficient
Criterion referenced test means TAKS!!!! They will never refer to it as TAKS on the
ESL certification test.
CLD means LEP on the test. CLD means culturally and linguistically diverse.
ELL – English Language Learners
ESL is an educational approach.
The intent of the bilingual program is to teach students English.
Immersion bilingual programs teach students the language of the country without
formal assessment. Canadian
When children don’t have the language to complete a thought, they use fillers to
compensate.
Students should speak in complete sentences when answering questions in class.
Lau Vs. Nichols 1974 San Fransisco- Ruled that identical education does not ensure
equal education. Fair does not always mean equal. All of the second language
learners were segregated. They took longer to learn because they were not mixed
with English speakers.
L1 It is your native language.
L2 is the second language that you acquire.
Do you learn language, or do you acquire it?
Four Components of language….
1. Phonemic piece—the sound system
2. Semantics—Forms words
3. Syntax—Words go in order to complete thoughts
4. Pragmatics—Reading between the lines/ Being able to decipher what that
meant.
Expressive and receptive language
Expressive – Speaking and writing (Outside the head)
Receptive—Listening and reading (Inside the head)
Pragmatics is the hardest component of language. CALP
Sheltered instruction- You make the instruction user friendly.
Modification is what you do to the curriculum.
Accommodation is what you do to the environment.
Bilingual education gives kids the concepts in their native language and then teaches
them the English words for those concepts.
Familiarity is going to the modality that is innate.
Title 6 1964 –No discrimination against national origin or sex.
TPR---Total physical response : Giving visual cues while speaking.
Domain 1/ Language Concepts and Language Acquisition
What is the first thing given to determine language proficiency? Home Language
Survey
LAS—Language assessment scales/ Test that some districts give students to test
proficiency.
IPT—Proficiency test//More comprehensive/More information/Some districts give
it.
Read through pages 6-7 on gold pages before test. Don’t memorize.
Speaking—You write the way you speak.
Dr. Alba Ortiz of the University of Texas---Teacher used to be the transmitter of
information, but now we are the facilitators.
Domain 3: Cultural awareness and community
Madelyn Hunter developed the lesson plan cycle.
ESL lesson planning is the same, following the lesson plan cycle, but the planning is
comprehensible.
Vygotsky—Merry go round is going around and around. We are all striving to get
the brass ring. If you keep going around and you never get the brass ring because it
is too hard, you give up. If you make it too easy, students don’t care. He developed
the idea of things being somewhere in the middle. There should be opportunities for
all students to be challenged without being overwhelmed. There needs to be
movement between groups to keep motivation strong. Being stagnant makes kids
give up and be bored.
It takes twice as long to correct wrong learning than it does to get it right the first
time.
Domains, competencies, and objectives
You have to make the information user friendly (comprehensible) SHELTERED
LEARNING
Give information and make affect connections
The Acquisition Process:
***The cognitive stage is devoting attention to the new language. Students are
searching for meaning. They may go through a silent period during the beginning.
***The associative stage is when they are beginning to communicate. They can
follow directions. New language is still difficult to use for learning. There are errors.
You can call me stupid but don’t make me look dumb in front of my friends.
***The automatic processing stage is when they use language for functional
purposes in all areas of life. They can process at the same time the language is in use.
They can process automatically. Learners sound like native speakers.
***The hidden curriculum- how to act in front of adults, show respect in speaking.
Attrition—Use it or lose it…They must continue practicing in order not to lose the
language acquisition.
Read over the case studies on page 22 of the goldenrod colored paper to review
beginning, intermediate, or advanced level.
Cummings four quadrants: Page 13
Cognitively Undemanding (Easy)
A
Suvival Vocab.
Simple games
Engaging in face to
face interactions
C.
Telephone
conversations
personal reading and
writing
B.
Hands on math and
science
Making maps/charts
oral presentations
Written text
Writing reports with aid
of visuals
D.
Understanding
presentations without
visuals.
Making formal
presentations.
Reading for info
Taking standardized
tests
Context Embedded (clues)
Cognitively Demanding (Hard)
Content Reduced(No Clues)
English---Very direct and to the point
Romance languages: Italian, Spanish, French
Russian
***Affective linguistic and cognitive needs of second language learners. Remember
touchy feely. Learn about this…
The Three D’s to deciding to refer a student for special ed
Is there a language difference?
Is there a speech deficit?
Is it a true learning disability?
Day 2 Notes:
Sheltered Instruction---User friendly
LPAC—Language proficiency assessment committee
LPAC committees deal with language of instruction and the language of the test.
Jim Walsh—Educational law attorney from Austin/Commissioners rule
Jose Martin’—Associate of Jim Walsh
As any LPAC committee in Texas ever been sued successfully for a decision they
have made? No
School districts HAVE and teachers HAVE been sued successfully for not following
through with LPAC requirements.
Has any ARD committee ever been sued successfully for decisions they made? No
What level is the child at and how old are they----Questions to consider as a teacher
on the LPAC committee.
Chapter 89—Special Populations: Think of it as an umbrella with different sections:
GT, Spec. Ed,
Chapter 74---Curriculum/ TEKS: They didn’t want the rich districts to have a set
curriculum while the poor districts would not. Everyone will have TEKS. They were
mirrored after the national standard. Odd numbered grades teach new skills, even
numbered grades embellish what has already been taught.
Chapter 89-adaptations for special populations
CLD ---Culturally and linguistically diverse
1. Every school is required to identify LEP students based on the HLS (Home
language survey)
2. Every district in the state will provide ESL and bilingual programs for
students who need it.
3. Have trained teachers to work with students.
4. Follow the federal law
The goal of the bilingual program shall be to allow the kids to become competent in
comprehension, speaking, reading, and writing.
The basic curriculum content of the program has to be based on the TEKS.
Waivers and exemptions:
1. A district that cannot provide service can request a waiver good for one year
based on the proof that they have used great effort to hire highly qualified
teachers.
ESL Programs:
1. Must submit a promise that certified ESL teachers will be in each grade level.
1 per grade level
2. The district can only do one home language survey per student. IT must be
signed by the parent.
3. The HLS should be given in English and Spanish.
What language is spoken in your home most of the time?
What language do you speak most of the time?
LPAC committee—one or more teachers, a parent of an ESL student. IF a parent
works for the district they cannot serve on the committee.
Every school should have an LPAC committee. All members shall be acting for the
school district must abide by confidentiality agreements.
LPAC committee should review progress of students each year.
What test will students take?
Page 9(h) tells what test students will have to take.
Academic participation-how is the child doing and progressing
Language proficiency, number of years enrolled in school, previous testing history,
level achieved on state level reading assessment TELPAS, consecutive years of
residence outside of the united states.
Rule of three—You can take it for 3 years in Spanish or exempt 3 times. Once you
take it in English you can’t go back.
What strategies:
1. picture representations
2. opportunities for kids to speak
3. working in groups
4. mixed language ability grouping
5. hands on-realia
6. models were made
7. vocabulary was pretaught
8. sheltered instruction
9. praise was given
10. corrections were made on the Antarctica being left off in a way that didn’t
embarrass.
11. She chose the jobs.
Carol Ann Tomilson- The leader in differentiation
Learning style changes over time but modality is your comfort zone—doesn’t
change.
ESL classes allow for some use of native language.
Feedback is the best form of praise that you can give a person.
Think big, but start small.
Making connections to real world applications.
Teach new vocabulary before teaching a new concept.
What? So what? Now what?
Affective development—
Zone of Proximal Development—
Krashen 1989—If you don’t address the affective filter than you will not learn
language.
Linguistic development—Comprehensible input must be present in order to learn
language.
Acquisition learning process--thinking
Natural order hypothesis- speaking
Monitor hypothesis—Must be concerned about correctness and must be conscious
of structure.
Input hypothesis—Humans learn language by receiving messages
Affective filter—if it’s not comfortable you won’t learn
LAD –Language acquisition device
Language develops instinctively as a need to communicate.
Pre production-babbling
Early Production-simple one word responses
Emergence-short phrases
Intermediate fluency-full sentences
Language Mastery-oral and written expression
Wong Fillmore 1996—Literature based ESL
Cognitive development—content areas are stored in discrete compartments of the
mind. IT is not linear and does not speed up from a formal teaching process. IT
cannot be rushed . It is cumulative. IT is a lifelong process.
ESOL—English students of other languages
Read myths on page 28 of section 5.