Hailey Roberson Infographic on SLA and Academic Language Development

Second Language Acquisisiton & Academic Language Development

Hailey Roberson, EDUC 3310

BICS (Basic Interpersonal Communication Skills )

CALP (Cognitive Academic Language Proficiency)

Achieving this type of proficiency gives studnets the linguistic strategies to be engaged in classroom activities. These skills take approximately 5-7 years to fully develop. Otherwise known as academic language ( type of language that ALL students need in the classroom).

These skills are necessary for day to day interaction. For example, if a studnet needs to use the restroom or is hungry. BICS are developed in 1-3 years of being introduced to L2. Understanding these skills ensures that Emergent Bilinguals are able to maintain conversations in relaxed social situations.

Both Skills are essential for EBs success in and out of the classroom!

Three Pillars of Academic Language

Vocabulary Knowledge

Discourse

Syntax & Grammar

The use of vocabulary within Academic language consists of discipline specifc words such as parabola, alitteration, and photosynthesis. However, there are also general academic words such as comprehension, analyze, and compare.

Syntax and grammar are essential in helping students with their sentence structures, appropriate use of verb tense, and using passive voices when writing. While it is essential for writing, it is also vital for effective communication.

Discourse gives skills for students to develop well organized professional documents such as essays, reports, and lab write ups. Furthemrore, it encourages community discussion among ALL class memers regardless of their English proficiency levels.

Second Language Acquisisiton & Academic Language Development

Challenge 1:

One major challenge that teachers face in helping Emergent Bilingual students develop academic language is keeping them motivated and engaged. English learners are in a unique position because they are having to complete twice the workload of their peers. While many students may only have to learn content, EBs must be fluent in their L1, L2, and in the academic language of content areas.

Challenge 2:

Another major challenge educators face when helping English Language Learners is that there is no perfect solution for helping them in the classrroom. Therefore, trying to balance an effecive delivery plan that will assist all students while trying to ready their EBs as much as they can before they test is challenging. Thus, differientiated instruction is necessary, but is difficult to implement consistently.

Action Plan

Grade Level & Content Area

Sophomores, English II

Two SIOP Strategies

Interaction: One of the 8 main compontnets of SIOP, this feature promotes the practice of discouse and oral language skills. For example, working in groups to identify a text's theme or presenting a project over the reading at the front of class.Scaffolding: Part of Component 2 in SIOP, this skill helps students make connections between their past learning and new material. For example, using vocabulary flashcards that use basic vocabulary over poetry while integrating new concepts.

Activity Example

One activity that could be useful to EBs in Sophomore English is by utilizing the "Think, Pair, Share" Method. "Think": students work indivually to assess an open-ended question regarding the current reading and write their thoughts on a sheet of paper. "Pair": Students work with table groups using samples of academic language to practice using advanced terms. "Share": Groups share with the class using the frames from the "Pair" activity.

Connection SLA Challenge

There are many challenges when considering Second Language Aquisition; however, this plan focusses specifcally on motivation & attitude as well as peers & role models. Working with students in ELAR content areas is challenging because students, regardless of their proficifiency level, possess a much more negative attitude about writing. Furthermore, it is difficult to have students with their peers because writing is, typically, based off one's own analysis. Therefore, "Think, Pair, Share" promotes student engagement with the content as well as their peers.

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With Genially templates, you can include visual resources to leave your audience in awe. You can also highlight a phrase or a specific fact that will be etched in your audience's memory and even embed external content that surprises: videos, photos, audios... Whatever you want!

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With Genially templates, you can include visual resources to leave your audience in awe. You can also highlight a phrase or a specific fact that will be etched in your audience's memory and even embed external content that surprises: videos, photos, audios... Whatever you want!