Question 1: Compare and contrast BISC and CALP
BISC (Basic Interpersonal Communicative skills refer to that language needed by students to function in the social situation thus also referred to as social language. CALP (Cognitive Academic Language Proficiency) on the other hand is the academic language necessary for success of the student in academic endeavors by being able to use more advanced and complex language. BISC is acquired after about two years of educational experience but inadequate in upper elementary school. CALP continues throughout for five to seven years where most of this time is spent in the classroom. Teachers should, therefore, know that second language acquisition takes longer and thus any teacher should aim at understanding individual student’s stage of English language proficiency.
Question 2: Types of Sheltered instructional supports for ELL students.
I would take the students through an English lesson. Among the instructional supports I would use will include:
– Presentation of information in many ways (e. g. visual tools, oral)
– Use of groups amongst the students
– Use of memory strategies for example mnemonics
– Provision of notes to the students and finally giving of assignments and checking on how well it’s done to see if students are getting the concepts right.
Question 3: What: are the contextual supports used by the teacher to help the ELL students understand the lesson?
– Visual supports such as picture and diagrams
– Engaging the students in a conversation,
– T he use of group work
– Use of tape where the students listen and gain knowledge based on the relevant topic.
The teacher however could use the following contextual supports to make the lesson even better.
– Use of charts or graphs
– Using textbooks or handouts
– Practical classes where students get to learn by doing
Question 4: What are the instructional supports used by the researchers in the video and why are they helpful to ELLs.
– Asking of questions to help improve listening comprehension. By asking questions, the teacher creates an idea to the student on what the story is about.
– Introduction of new words in the story and then discusses their meaning.
– Reading and re-reading the story being keen to point out the new words, and this helps improve the students listening skills since the students remembers the story easily.
Question 5: What are the three things teachers can do when assessing ELL students to allow them to more fully demonstrate their knowledge?
Active participation in class would also help them demonstrate their knowledge. For example, the teacher could assign a student to take over a class by instructing others on what to do on behalf of the teacher.