Picture This

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Contextualizing for ELLs

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Picture This…:

Picture This… Contextualizing in the Classroom for ELLs and Beyond

They Don’t Prepare Me for This :

They Don’t Prepare Me for This they don’t prepare me for this a sea of faces so different from my own mirrored image… but prepared or not I try …take out your math books, I request in the Queen’s English isn’t math a universal language? but they sit perfectly still they don’t prepare me for this so I take a math book with great flourish point and say MATH BOOK! immediately 33 math books are produced I smile in relief; they smile in relief they don’t prepare me for this but I’m gonna try perhaps I could learn Vietnamese Cantonese, Mandarin, Farsi, Korean and Spanish by Christmas

Today’s Agenda:

Today’s Agenda B asic I nterpersonal C ommunication S kills (BICS) C ognitive A cademic L anguage P roficiency (CALP) Context-Embedded/Reduced Language What can we do to help ELLs and other students within our content classes?

Basic Interpersonal Communication Skills (BICS) :

B asic I nterpersonal C ommunication S kills (BICS) Social language used in everyday situations Contextualized language – provides abundant clues to comprehension Refers to basic fluency in a language Cognitively Undemanding Acquired within 1 - 3 years *Although BICS is acquired in a relatively short period of time, it is still a daunting task.

“She speaks very well. Listen to her talking to her friends at lunch or on the playground. She talks all the time!” “Why does he still need English language instruction?” :

“She speaks very well. Listen to her talking to her friends at lunch or on the playground. She talks all the time!” “Why does he still need English language instruction?” “He’s below grade level and not doing well. It must be something other than language.” “Why isn’t she doing well in my class?”

Cognitive Academic Language Proficiency (CALP) :

C ognitive A cademic L anguage P roficiency (CALP) Language skills of an academic or cognitive nature Needed to accomplish academic tasks Fewer context clues Cognitively Demanding Students must draw meaning from the text itself Acquired within 4 – 7 years *Students must utilize both BICS and CALP to succeed academically.

BICS and CALP in the science classroom: MAGNETISM:

BICS and CALP in the science classroom: MAGNETISM “Look, it’s making them move. Those don’t stick.” “We found out the pins stuck on the magnet.” “Our experiment showed that magnets attract some metals.” “Magnetic attraction occurs only between ferrous materials”

Context-Embedded/Reduced Language:

Context-Embedded/Reduced Language Context-Embedded Means : Clues Diagrams Pictures Real Objects (realia) Facial Cues Gestures Charts Context-Reduced Means : No Clues

PowerPoint Presentation:

Face to face interactions Playing simple games Art, Music, P.E. ESOL Survival Vocabulary - Telephone conversation -Personal reading, and writing -Reading and writing instructions -Hands on science and math tasks -Academic projects and activities -Writing with outlines -Listening to lectures -Solving word problems -Reading for information -Standardized Tests Cognitively Undemanding (easy) Cognitively Demanding (hard) Context-Embedded (clues) Context-Reduced (clues)

“So what do we need in order to understand this paragraph?”:

“So what do we need in order to understand this paragraph?” “ In his influential, late-twentieth century account of modernity, Pierre Nora attributes the impoverished condition of modern memory to the proliferation of new technologies. As Nora tells it, our modern condition of memory is technological dependency as well as loss. The communications and storage media we depend on to shore up the past also ruin it. They offer only "sifted and sorted" fragments of its actual plenitude.”

Contextualizing:

Contextualizing Establish a context (purpose and relevancy, topic, background information, build on existing knowledge) Use visuals, realia, manipulatives, facial expressions, gestures, pictures, diagrams and charts to clarify meaning Speak clearly and enunciate while using natural speech Use intonation, volume and pauses to aid meaning Repeat and rephrase key concepts Be careful of idioms and slang Encourage an environment to take risks

Final thoughts…:

Final thoughts… “There are hundreds of languages in the world, but a smile speaks them all.” Thanks for listening!

Special Thanks to:

Special Thanks to Monika Fridrich (ARE) Walter, Teresa (2004). The How-To Handbook: Teaching English Language Learners . White Plains, New York: Longman. http://www.brynmawr.edu/filmstudies/SampleScholarlyEssay.html “They Don’t Prepare Me for This” by Mayra Fernandez

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