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1) Everyone reads the scenario.

2) Answer each discussion question concisely and succinctly.

3) Assign one person to write down your responses + the names of each group member.

4) Assign another person to add one image that best describes your responses.

5) Assign another person to be the spokesperson of the group.

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Scenario 6: Ms. Thompson, a middle school English teacher, recently welcomed several new English learners who arrived in the U.S. during adolescence. She notices that some of her younger English learners seem to pick up pronunciation and grammar more quickly, while her older students make progress but with noticeable accents and grammatical errors. Ms. Thompson begins to wonder whether these differences are explained by age and whether older students can ever reach the same level of proficiency as younger learners.

Discussion Questions:

How does the Critical Period Hypothesis account for differences in language learning outcomes among younger and older students?

Does having an accent or making grammatical errors mean that older students cannot be successful second language learners? Why or why not?

What teaching strategies can Ms. Thompson use to support adolescent learners in developing strong English proficiency despite possible age-related challenges?

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Scenario 5: A high school administrator, Ms. Ahmad, is designing a new language program. She argues that it is pointless to introduce a second language in high school because older students cannot achieve native-like proficiency, unlike younger children. She proposes shifting all second-language instruction to elementary school.

Discussion Questions:

•What does the Critical Period Hypothesis suggest about language learning at different ages?

•Is it true that older students cannot successfully learn a second language? Why or why not?

•What are the advantages and challenges of learning a second language at different ages?

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Scenario 4: Ms. Rivera teaches 10th-grade English Language Arts. Her student, Lin, moved from China four years ago and easily chats with classmates in English about music, sports, and weekend plans. In class, Lin participates eagerly in small talk but becomes quiet during literature discussions and has difficulty writing analytical essays. Ms. Rivera is puzzled because Lin seems “fluent” and wonders why academic assignments are still challenging.

Discussion Questions:

How do BICS and CALP differ in terms of the language demands placed on students in social vs. academic settings?

What factors might explain why Lin is successful in casual conversations but hesitant or less successful in academic discussions and writing tasks?

What instructional supports can Ms. Rivera integrate to help Lin strengthen CALP and succeed with more demanding academic language tasks?

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Scenario 3: Mr. Carter is a middle school science teacher with an English learner, Ahmed, who has been in the U.S. for three years. Ahmed speaks English fluently with his peers and appears socially confident. However, he struggles with writing scientific explanations, comprehending complex texts, and participating in academic discussions. Mr. Carter assumes that because Ahmed speaks fluently, he should be able to perform well in all aspects of language.

Discussion Questions:

•What is the difference between BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency)?

•Why might Ahmed struggle with academic tasks despite his strong conversational skills?

•What strategies can Mr. Carter use to help Ahmed develop academic language proficiency?

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Scenario 2: Mr. Chen teaches seventh-grade social studies. A new student, Ahmed, recently arrived from Egypt and speaks only Arabic. In class, Ahmed does not respond when peers ask him questions in English, though he follows along with the lesson and takes notes by copying from the board. Mr. Chen notices Ahmed smiling and nodding but rarely speaking. He wonders whether he should encourage Ahmed to answer questions aloud in front of the class.

Discussion Questions:

How does the concept of the “silent period” help explain Ahmed’s classroom behavior, and why might silence still indicate active learning?

What approaches can Mr. Chen use to provide Ahmed with opportunities to participate nonverbally while still supporting his language development?

In what ways can Mr. Chen prepare the classroom environment, so Ahmed feels safe and ready to begin speaking when he is comfortable?

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Scenario 1: Ms. Lopez is a six-grade teacher who recently welcomed Maria, a new student from Brazil who speaks only Portuguese. During class discussions, Maria does not respond verbally, even when called upon. She appears to listen attentively but does not attempt to speak in English. Ms. Lopez is concerned that Maria is not learning because she is not participating in oral activities.

Discussion Questions:

•What is the "silent period," and how does it relate to second language acquisition?

•How should Ms. Lopez support Maria during this stage?

•What strategies can help Maria gain confidence in speaking without forcing her to speak before she is ready?