Leslie Farooq

Lifelong learning, one reflection at a time.

ELL, Part 1, Module 3

Module 3 involved the exploration of the development of social and academic oral skills. I learned about the differences between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP), and was immediately able to connect these two types of language to my experiences with learning Spanish in Mexico. This module was definitely squarely located within my Zone of Proximal Development (ZPD)!

Upon revisiting my Module 3 work I find much of it to be lacking in presentability. I have taken the liberty of sprucing it up to make it a little more presentable for public consumption.

My first chosen artifact details the expectations and demands of the curriculum for Chemistry 11, University Preparatory. I have selected it because it offers a glimpse into the reality of what is being asked of high school subject teachers and their English Language Learners (ELLs). A subject such as Chemistry 11, University Preparatory requires CALP, which ELLs may have had little time to develop depending upon when they first entered their English as a Second Language (ESL) or English Language Development (ELD) program. Subject teachers need support in helping these students bridge the gap between BICS and CALP.

My second chosen artifact details my analysis of a video lesson with regards to its support of ELLs. I chose it because this activity helped me to understand that effective teaching, teaching that may not be explicitly labeled as ELL, can still be great in supporting ELLs. It is important for us to understand that best practices in planning, instruction, and assessment go a long way towards meeting the needs of ELLs. Thus, we don’t have extra work to do in preparing to meet the needs of our ELLs, especially if we actively seek the support of our ESL teacher(s).

My third and final chosen artifact is a Google Slides that details the results of my research into the following question: “How might we better support high school science concept acquisition for English language learners?” I chose it because it is helpful for any teacher of high school science who wishes to better support the English Language Learners in their classes. Farooq, Leslie - 3.4 Communication Skills Inquiry

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