BICS & CALP

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來自 Arizona State University 的課程

切记 ELL 的教学单元计划

120 個評分

Arizona State University

切记 ELL 的教学单元计划

120 個評分

課程 1（共 4 門，Specialization ELL（英语语言学习者）的课堂教学：授课教师的工具箱系列）

In this course you will learn how to design lesson plans around the needs of your ELL students and their language level through the analysis of content language and cognitive demands. You will learn how to align language objectives to the adopted standards of your school and content area. You will learn how to modify existing course materials as well as develop graphic organizers and languages frames to support ELLs’ access to content. Analysis of second language acquisition theories will be applied to lesson planning. Upon completing this course, you will be able to: * Conceptualize theories of second language acquisition as they apply to the planning of lessons through annotation * Assess the linguistic needs of your students using BICS and CALP * Identify content specific vocabulary, grammatical structures, and language functions necessary for a student to succeed in your classroom * Write language learning outcomes that align to your student’s linguistic and cognitive ability and your school’s adopted standards * Adapt a lesson plan that accomplishes the learning outcomes outlined in the lesson objectives * Modify materials to support ELLs’ access to content * Use a wide variety of graphic organizer templates and language frames to support ELLs’ access to content * Develop activity types appropriate to the cognitive and linguistic abilities of ELLs * Incorporate community and culture into lesson planning

從本節課中

ELL Language and Communication Skills Across the Curriculum

Welcome to week 1! This module is very important as it introduces you to the basics of second language acquisition. By the end of this module, you will be able to: conceptualize theories of SLA as they apply to ELL students in your mainstream classrooms, assess your student’s language skills and abilities using BICS and CALP, classify vocabulary types specific to your content, identify grammar structures specific to your content, identify language functions specific to your content and strategically pre-plan vocabulary and language functions necessary for lessons in your mainstream classroom. Lots to learn! Let's get started!

BICS & CALP3:39

BICS & CALP Scenarios2:35

與講師見面

Ellen Manos
Senior International Educator
Arizona State University
Claire McLaughlin
Senior International Educator
Arizona State University

[MUSIC]

Hi, and welcome back to lesson planning with the ELL in mind.

Today's lesson is going to introduce you to some important aspects of vocabulary,

and selecting vocabulary to teach and focus on, specifically for

your ELL students.

We're going to begin the lesson with a concept that's called BICS & CALP.

The idea of BICS and CALP was developed by Jim Cummins, and helps us understand why

students often seem to be proficient in English during more social conversations.

Maybe on the playground or in the hallway, but still seem to struggle with

vocabulary in class and vocabulary they might need for producing assignments.

BICS stands for Basic Interpersonal Communication Skills.

This is really a set of vocabulary and communication skills

that students need for survival and for social and conversational situations.

Students who have acquired BICS who have these skills seem proficient in greetings.

They can engage in small talk really well.

And they have the basic structure developed.

They understand many idioms, and they know the responses that are expected of them,

they seem quite proficient in social interactions.

Students acquire BICS during the first one to three years of exposure to English, and

its development often follows the silent period that we mentioned in lesson one.

When we think about a classroom application of BICS,

we really are looking at a student who is capable of matching words to pictures,

following simple directions, making simple requests, and talking and

interacting with classmates both in a social and somewhat academic way.

As a student continues through BICS and

gets to the end of the acquisition period, they start to move into what we call CALP.

CALP is the Cognitive Academic Language Proficiency set of skills.

These are the skills that a student might need to complete

academic tasks successfully.

We can think of this more as the language needed on the higher end of

Bloom's taxonomy such as drawing conclusions or justifying an argument.

Students acquire CALP in the 5th to 7th year of education in English, but

it's full development can often take longer especially if a student has no

formal education in their native language.

Classroom application of CALP focuses on more cognitively demanding tasks.

The students will probably need some sort of CALP to understand, digest, and

do something with textbook language, and any application of new information.

So it's important to remember that as the student continues to spend time in

the education system, they will continue to become more proficient in CALP,

although it does take time.

You can think of BICS and CALP as an iceberg and

we can see this demonstration here where BICS is at the top of the iceberg.

This is the language we can easily observe in hallway interactions,

on the playground, and as the student is working in groups.

CALP is really that under the surface language,

that underlying academic language that's more abstract and specialized.

So we want to focus our instruction on developing BICS especially if a student

is new to the language and continue develop CALP as the student makes his or

her way through education system.

By understand BICS and CALP we can really tailor our lessons to better meet

the needs of our students and make sure they are supported In a way that

fits the skill set they have and through that obtain access to your content.

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