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I learned the value of incorporating first language when teaching a second language.

I also learned that there are two types of learning forms in language acquisition: BICS and CALPS. BICS is learning the everyday English whereas CALPS is the learning of the academic language.

I also thought that Krashen's theory on comprehensible input which is an important theory to keep in mind as a teacher of a second language. That is, a teacher should ensure that students are provided with visuals and point out context clue which will help students understand the meaning.

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The acronyms BICS and CALP refer to the length of time required by immigrant children to develop conversational skills in the target language and grade appropriate academic proficiency in that language. Understanding the difference between social language and academic language acquisition is an important concept for teachers working with non-native students. Learn more in our academic language resource section.
BICS = social language
Basic Interpersonal Communication Skills (BICS) refer to linguistic skills needed in everyday, social face-to-face interactions. For instance, the language used in the playground, on the phone, or to interact socially with other people is part of BICS. The language used in these social interactions is context embedded. That is, it is meaningful, cognitively undemanding, and non-specialized. It takes the learner from six months to two years to develop BICS.
CALP = academic language
Cognitive Academic Language Proficiency (CALP) focuses on proficiency in academic language or language used in the classroom in the various content areas. Academic language is characterized by being abstract, context reduced, and specialized. In addition to acquiring the language, learners need to develop skills such as comparing, classifying, synthesizing, evaluating, and inferring when developing academic competence. It takes learners at least five years to develop CALP. Research from Collier and Thomas (1995) has shown that it may take children with no prior instruction or no support in native language development at least seven years to develop CALP.

The distinction between BICS and CALP was made by Professor Jim Cummins.

Learn more in Explaining BICS and CALP from EverythingESL.

Video: BICS and CALP

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The acronyms BICS and CALP refer to the length of time required by immigrant children to develop conversational skills in the target language and grade appropriate academic proficiency in that language. Understanding the difference between social language and academic language acquisition is an important concept for teachers working with non-native students.

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Flipgrid: Self posting App that teachers can use for assessing and also for French and other subjects

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Flipgrid: Self posting App that teachers can use for assessing and also for French and other subjects

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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-Focusing on Oral activities
-Mindset around French learning
-ELLs preform better because one language helps the other

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Beginning Resources to Support Inquiry Questions

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Beginning Resources to Support Inquiry Questions

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Segment 7: Adapting the Classroom Program for ELLs. Provides instructional strategies and staring points for Modifying/Accommodating Learning
Segment 8: Differentiating for ELLs

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Supporting English Language Learners Grades 1- 8 Video and Print Resources

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The print resources facilitate note-taking, inquiry, reflection and planning before, during and after viewing. Download the Viewer's Guide in PDF for complete instructions on how to use the print and video resources.

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Differentiating Instruction Planner for ELLS

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1. How can I effectively accomodate or modify a student at the early stages of English Acquisition at the intermediate level.
2. How can you create an effective learning environment in Core French that will support ELLs.

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Videos and information regarding the registration and ELD/ESL programs

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The document English Language Learners ELD/ESL programs and services is a policy that boards must follow.
It was interesting to see how written policy is put into action by different boards. For example, many boards have different ways of registering newcomers for example some have Welcome Centers set up. In Peel, I would like to examine further the Policies surrounding ELLs with special needs. I have read that they have a Step 7 in place and come to understand that a bit better but would still like to gain a deeper understanding of the actual process.

A new learning was section 49.1 of the Education Act which mandates that every child regardless of immigration status (even unlawfully) must attend school in Canada and the duties of the teacher to inform students and families that they have a right to education.

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Limited Prior Schooling Ministry Resource

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Capacity Series: Supporting Students with Refugee Background

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Ministry Resource: Supporting English Language Learners

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During this class, I learned about ELD and ESL programs and the difference between the two. This was really important because as I was reflecting on a student I had, I placed him in the ELD program due to his limited schooling. Understanding the differences between the two also help to understand the mandatory resources that are available to you as a teacher for example: tutoring is available in the ELD program.
Additionally, I also learned the difference between refugee and migrant. I think this is important because it provides teachers with a richer understanding of where their students are coming from and the situation that their students and families face. Great document for this was: The Capacity Series: Students with a Refugee Background.

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Inquiry Questions

1. How does one differentiate for a student that may have gaps in knowledge and not on a step, in a way that is inclusive and respectful to the student?

2. In order to maintain a commitment to student learning and increase professional knowledge, I wonder if it should be mandatory for teacher's teaching ELL's to have taken an AQ on teaching ELLs?

3. How can a teacher use professional knowledge to effectively assess ELLs at various levels of STEP and also in tow with the appropriate Grade expectations of a subject curriculum? For example, ELL at Step 1 and Grade 8 core French?

4. In order to maintain trust with parents, how can teacher's effectively maintain communication with parents who do not speak English and who speak many different languages?