BICS and CALP

BICS and CALP

1)
Part one

Apply the ideas of 1) BICS and CALP and 2) Comprehensible input and
comprehensible output to the stages of language acquisition presented in
?Overview of Second Language Acquisition Theory.? Reflect on the
consequences of these hypotheses for instruction at each stage and how
you can help foster the development of CALP in your classroom.

Part two

Observe and interview an ELL in your classroom as well as collaborate
with his/her ESOL teacher.
? What are this student?s strengths and weaknesses in language
acquisition?
? Citing specific examples to support your answer, what would you
determine to be his/her level of language proficiency?
? How does the ESOL teacher help develop BICS and CALP in the
ESOL classroom for this student?
? How have your lessons supported or hindered the language and
academic growth of this student?
? What actions will you take in the future to better support this and
other ELLs? learning?

2)
Strategies to develop literacy

Part one:
Using Language and Literacy Resources as a guide, and any other
resources from this course, develop a ?cheat sheet? of strategies that are
appropriate to use with ELLs in your content area.

Part two:
Implement one strategy for each of the following areas: speaking,
reading, writing, and vocabulary.

Include the following in part two:
o Grade level
o Content area
o Strategy description
o Rationale for choosing this strategy
o Reflection of how this strategy improved learning for your ELLs
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