ells in the mainstream staff development m. zeichick-tessier [email protected] x5063

ELLs in the Mainstream

Staff DevelopmentM. Zeichick-Tessier

[email protected]

Staff Development M. Zeichick-Tessier

Content Objectives

Participants will learn about: BICS and CALP (Social vs. Academic

Language) Difficulties English Language Learners

(ELLs) have in the mainstream Various scaffolding strategies to

assist ELLs and struggling students in the mainstream class


A: If you have ever moved somewhere and left everything you knew behind.

B: If you have ever been a minority in another culture.

C: If you have ever felt exhausted or frustrated and near tears when trying to speak another language.

D: If you have ever gone from a position of status (good grades, prestigious job, a large group of friends) to a position with no status in a short period of time.

E: If you have experienced 3 or more of the above.

Five Corners Activity


BICS and CALP Social language is supported by

contextual or interpersonal cues (such as gestures, facial expressions, and intonation present in face-to-face interaction).

Academic language is dependent on linguistic cues that are largely independent of the immediate communicative context.


BICS and CALP The acronyms BICS and CALP refer to a

distinction introduced by Cummins (1979) between basic interpersonal communicative skills and cognitive academic language proficiency. Conversational fluency is often acquired to

a functional level within about two years of initial exposure to the second language whereas at least 5 years is usually required to catch up to native speakers in academic aspects of the second language. (Collier, 1987)


Example of BICS and CALP

If you take two monolingual English-speaking siblings, a 12-year old child and a six-year old, there are enormous differences in these children’s ability to read and write English and in their knowledge of vocabulary, but minimal differences in their phonology or basic fluency.



The six-year old can understand virtually everything that is likely to be said to her in everyday social contexts and she can use language very effectively in these contexts, just as the 12-year old can.



Similarly, as noted, in second language acquisition contexts, immigrant students typically manifest very different time periods required to catch up to their peers in everyday face-to-face aspects of proficiency as compared to academic aspects.


What are some unique challenges ELL students face in mainstream classes?

• 1. Paraphrasing and Summarizing are two of the most difficult tasks for ELLs.

• Students who lack the linguistic ability to paraphrase often end up unintentionally plagiarizing, which is an academic offense and an indication that the student does not comprehend the material. While plagiarism is considered highly unethical in most western countries, in some cultures copying directly from a source is seen as “deferring to the expert”.



2. Acculturation Many ELLs are trying to adjust to life

in North America while they are dealing with a heavy academic load. For some students, this may be the first time they have lived without their parents. Homesickness, anxiety, and loneliness may all affect student performance.



3. Critical thinking Tasks and Argumentation Challenging an ‘expert’ is culturally

inappropriate for many ELLs. Many instructors are dismayed when they find that the Critical Analyses of their ELLs read like book reports. Similarly, many instructors mistake silence in a class debate for a lack of comprehension, when it may be because challenging the instructor is seen as culturally inappropriate


What can the mainstream teacher do without increasing the workload?

1. Rate of Speech and Wait TimeIf it is possible, speaking a bit slower than usual allows ELLs to comprehend more information and follow a lecture. Give ELLs up to 15 seconds to respond to open-ended questions; you are more likely to get a response if you allow time for the student to formulate a response.



2. Repetition and RestatementRestate important ideas and write definitions of key terms on the board. Use verbal clues such as, “Let me rephrase that, that means, and in summary.” Emphasize important points with stress.



3. Enunciation and VerbosityClearly enunciating words helps ELLs distinguish between sounds and put the pieces of your language together. When possible, choose a less complex word over one that is seldom used.



4. Body LanguageBe aware of your body language, and use it to your advantage. Hand motions, facial expressions, and whole body movements can emphasize key points and keep your students involved. Interacting with students and moving about the classroom can keep students’ attention on the lecture.



5. OrganizationWrite an outline of the topics you will cover on the board or overhead and check them off as you proceed.



6. Student InteractionIt is considered a “Best Practice” for all learners to interact with material in a meaningful way every session. The following activities can really make a difference:


Student Interaction Give your students an outline of the

lecture with blank lines that they fill out as you proceed.

Ask groups to formulate key questions covering their reading in advance that will be called for throughout the lecture.

Incorporate “Active Learning” instructional strategies often throughout every session.

Ask for group work in which each member has an established role that is critical for the completion of the learning task.


ScaffoldingBuilding Comprehension through context Clues

Visuals, charts, diagrams, frames Demonstrations Physical activity Hands-on activity Objects, artifacts, realia Providing models and examples Collaborative group tasks



Increase oral interaction Broad gestures and facial

expressions Modified Graphic organizers Make a copy of overheads for ELL

students


Graphic Organizers



1. Design multi-level tasks. Increase task difficulty in terms of

concrete/abstract, context dependent/context independent, and familiar/unfamiliar dimensions.

Explain how tasks can be carried out at two or three different levels and let students choose their own level.

For sequencing: provide complete sentences, sentence beginnings, verbs only or pictures only.



2. Control difficulty of activity by having some students work in pairs and some work alone.

3. Devise worksheets that have compulsory sections that you know every student will be able to do and noncompulsory sections that students can do if they want to.

4. Establish ways for students to check work themselves.



Proceed from more structured activities to more open-ended, communicative ones. During the lesson the weaker students can rely more on the structured support of the earlier activities.

Teach study skills explicitly (using folders, doing homework, and correcting and checking own work).


How to Help an ELL student in the Mainstream class

1. Let ELL students sit at the front.2. Wherever possible, photocopy pages for the ELL student (so they can highlight new vocabulary and add their own notes).3. Tell the ELL student in advance what you will be covering in the forthcoming lesson/s and where possible hand them the necessary (photocopied) pages to enable pre-reading and learning of new vocabulary.4. Hand out/pre-teach key words and concepts prior to the lesson.



5. Allow students[a] to discuss assigned homework in small

groups before the end of the lesson (and feedback to the teacher).

[b] to check each other’s homework in small groups or pairs before discussing as a class.

6. Be selective when marking - don’t attempt to "correct" everything.

7. Allow ELL students time to hand in a second draft.



8. Wherever possible grade the student’s work on:

[a] content and not on spelling/language errors

[b] his/her own progress rather than in comparison with the rest of the class.

9. Encourage ELL students to look for topic sentences and main ideas.

10. Try to include some positive comments on the student’s work. He/she may not get many!

ells in the mainstream staff development m. zeichick-tessier [email protected] x5063

Documents

staff developmentm

zeichicktessier bics

calp social language

x5063 slide

language acquisition

mainstream staff development

mainstream class slide

academic aspects