CTEL: Test 2 - Domain 007 Flashcards
Cummins 2 language skills
BICS (basic interpersonal communication skills) and CALP (cognitive academic language proficiency)
BICS involves…
language skills and functions that allow students in schools to communicate in social contexts similar to home
BICS is _______ embedded because…
content embedded because participants can provide feedback to one another, and factors apart from linguistic code can provide meaning
CALP, in contrast with BICS….
the language needed to perform abstract and decontextualized school tasks seriously. Students must rely on language to attain meaning.
CALP enables the human brain to systematically…
categorize, compare, analyze, and accommodate new experiences
How to develop CALP
hands on objects and activities that are simple at first and begin asking students to engage in more complex tasks such as classifying, arranging, etc.
It is estimated to take ____ years to develop CALP after initial exposure
5-7
4 levels of difficult in CALP
Level 1: Cognitive undemanding/context-embedded
Level 2: Cognitively undemanding/context reduced
Level 3: Cognitively demanding/conxext embedded
Level 4: Cognitively demanding/context reduced
Example of Level 1 of CALP
talking with friends, ordering a book in the library, playing sports
Examples of Level 2 of CALP
ordering a book by phone, following instructions from a message, reading a letter
Examples of Level 3 of CALP
solving a math problem, using graphs, doing hands on science experiments, playing interactive computer games
Examples of Level 4 of CALP
proving math theorems, writing a research report, listening to a lecture
Ways teachers can modify and scaffold language without simplification
- Precise articulation
- Gestures
- Intonation
- Syntactic shorter sentences with subject-verb-object order
- Pragmatic - longer pauses, slower delivery
- Discorse markers - repetition, “now”, “first”, second
- Clarification checks
- Soliciting written input
- Use of primary language for simple directions
Using repetition and paraphrase in giving directions without simplification
using organizational repetition (teaching the same thing at the same time each day), using specific locations for specific content, elaboration - sharing redundant information
Clarification of concepts using primary knowledge to scaffold
primary language resources that can help with key concepts
Using realia, manipulative, and hands on materials for scaffolding content without simplification
provide science equipment, models, manipulative
Checking for understanding - reading comprehension
ask students to summarize in their own words
Checking for understanding - literal questioning
check whether students understand directions or procedures
How to help students continue momentum and solve ongoing problems
formative assessment
Formative assessment could involve…
progress checks, helping students evaluate performance in light of goals
Formative assessment monitoring focuses more on the…
student
CALLA - what is it and who was it designed for
Cognitive academic language learning approach - meant for advanced beginners to intermediate learners
Explicit instruction of metacognitive strategies
- Planning - skimming a text to look at organization and complete learning task
- Monitoring - clarifying concepts as a unit proceeds
- Evaluating - self evaluation of a how a task was accomplished
Explicit instruction of cognitive strategies
- activating prior knowledge
- taking notes
- grouping notes
- linguistic transfer - identifying cognates from L1
Vocabulary instruction includes 3 types of knowledge about words:
Procedural> how to use the word, which form, in what context
Declarative> what a word means
Conditional > when to use a word
Vocabulary considerations: form and function
form: broad range of linguistic/expressive devices
function” the purpose served by forms in discourse
Langauge has specific forms and functions used in distinctive discourse.
Example of english narrative discourse and academic discourse
english: verbs in present tense and past tense is common
academic discourse: passive voice and impersonal gender
teacher need to teach these distinctions
Explicit instruction in genre for EL’s
teacher instruct students in the components of each genre.
must instruct in vocabulary, morphology, syntax, and cognitive strategies
Whole discourse tasks
- draw on all levels of context
- require real interaction
- can be completed using different strategies
teachers do not participate unless necessary
3 tasks that encourage students to experiment with language:
Dictogloss: teacher reads a text, students write the parts they can, students work tougher to compose the text from their notes
Reading graffiti - teacher writes a text on the board, students write questions
Floor squares - students wander around the room, looking at questions write on paper on the floor as music plays. When music stops, students ask nearest partner the question closest to them.
