1252719
Academic v. Conversational Language
- Jim Cummins
- Basic Interpersonal Communication Skills (BICS
- "Surface" Skills of listening and speaking acquired
quickly by those whose language similar to English
- This can help when the teacher knows if the
student is struggling! Its important for students
to have access.
- This can help when the teacher knows if the
student is struggling! Its important for students
to have access.
- "Surface" Skills of listening and speaking acquired
quickly by those whose language similar to English
- Cognitive Academic Language Proficiency (CLAP)
- A Child's ability to with the Academic demands placed upon them
- Knowing where students find Academic language in everyday text and
conversations is helpful in focusing in on their literacy!
- Knowing where students find Academic language in everyday text and
conversations is helpful in focusing in on their literacy!
- A Child's ability to with the Academic demands placed upon them
- Basic Interpersonal Communication Skills (BICS
- Noam Chomsky
- Universal Grammar
- All Languages share the same fundamental
interactions between verbs, nouns, and adjectives
- No matter what/how the language is used it all has the same point!
- No matter what/how the language is used it all has the same point!
- All Languages share the same fundamental
interactions between verbs, nouns, and adjectives
- Universal Grammar
- Stephen Krashen
- Input Hypothesis
- Natural Approach Development:Acquisition-learning hypothesis, Natural order
hypothesis, Input hypothesis, Monitor hypothesis, & Affective Filter
- Whatever you are teaching use
messages/images to get the point across
- Whatever you are teaching use
messages/images to get the point across
- Natural Approach Development:Acquisition-learning hypothesis, Natural order
hypothesis, Input hypothesis, Monitor hypothesis, & Affective Filter
- Input Hypothesis
- Brown
- Culture Shock
- Stage 1: Excitement for ELL, Stage 2: Uncomfortable; Cling to other EL
students from their same culture, Stage 3: Feelings of Empathy, some
progress (Stage can last the longest), Stage 4: ELL's accept both cultures
and combine them in their lives.
- When a ELL student reaches the 4th stage
they follow values of home culture outside of
school.
- When a ELL student reaches the 4th stage
they follow values of home culture outside of
school.
- Stage 1: Excitement for ELL, Stage 2: Uncomfortable; Cling to other EL
students from their same culture, Stage 3: Feelings of Empathy, some
progress (Stage can last the longest), Stage 4: ELL's accept both cultures
and combine them in their lives.
- Culture Shock
- Klinger and Edwards
- Response to Intervention (RTI)
- This Provides a way to prevent academic failure
for ELL students by providing quality instruction
and support
- It gives away for teachers to classify ELL students
in 3 Tiers, Using assessment, instructing, and
providing intensive interventions
- It gives away for teachers to classify ELL students
in 3 Tiers, Using assessment, instructing, and
providing intensive interventions
- This Provides a way to prevent academic failure
for ELL students by providing quality instruction
and support
- Response to Intervention (RTI)
Medienanhänge
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