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Stages levels of Second Language Acquisition Paper

Aug 31, 2021 | WRITING | 0 comments

Aug 31, 2021 | WRITING | 0 comments

Stages levels of Second Language Acquisition Paper

Stages levels of Second Language Acquisition Paper

ASSIGNMENT 1- Reflection and Application of Learning
Consider how the content information and readings from this Module may affect your teaching. Using information from this Module, share in your reflective discussion post how each of the following connects to accomplished teaching and your professional practice.
What does the 1990 ESOL Agreement (Consent Decree) require? Based on these requirements, describe your roles and responsibilities to ELLs and their families.
How does your understanding of the effects of culture and ethnicity impact classroom environment?
How can you assist ELLs students and their families regarding their rights under state and federal laws and regulations?
ASSIGNMENT 2-
Watch Video(s): Every Teacher – An English Language Teacher – The Stages/Levels of Second Language Acquisition.
Elementary – Part 1:
Elementary – Part 2:
Secondary:
Jim Cummins realized that language learners acquire Basic Interpersonal Communications skills (BICS) in 1-2 years, but the Cognitive Academic Language Proficiency (CALP) may take as many as 5-7 years.
Read the article: BICS and CALP Empirical and Theoretical Status of the Distinction.
The distinction between Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP) was introduced by Cummins (1979, 1981a) in order to draw educators’ attention to the timelines and challenges that second language learners encounter as they attempt to catch up to their peers in academic aspects of the school language. BICS refers to conversational fluency in a language while CALP refers to students’ ability to understand and express, in both oral and written modes, concepts and ideas that are relevant to success in school. You will learn about BICS and CALP in the article and how these skills are important for second language learners.
Step 1Read these 3 Scenarios of ELLs in content area classrooms from the Chicago Public Schools Office of Language and Culture Education. (you can read the full article here if you wish: Theoretical Foundations of Teaching ESL)
Step 2Complete a Problem-Solution chart for one of the scenarios in the article. List several problems faced by the ELL as well as the causes and effects showing BICS and CALP. You should also list issues needing attention by the teacher. Offer several solutions for both the student and the teacher.
Copy the Problem Solution chart into a Word document to upload for this assignment.

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Attachments
20190531030259problem_solution_chart (30 kB)
20190531030353theoretical_foundations_of_teaching_esl (583 kB)
20190531030421scenarios (37 kB)

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