ESOL Strategies For Teachers With Little Or No Resources

BICS & CALP: Students must use both BICS and CALP to succeed academically

• BICS - Basic Interpersonal Communication Skills - most visible , acquired within 2 years, considered conversational fluency
• CALP - Cognitive Academic Language Proficiency - deeper level of language, takes 5-7 years, called academic proficiency

A TEACHER'S RESPONSIBILITY

• To try to understand and be sensitive to diverse cultures students bring to class
• Help students understand and adjust to culture of which they are now a part

KNOW THE LEARNER

• Educational background
• Primary Language
• Geographical Background
• Personal Interests, Activities, and Health
• Family Situation & Culture

LANGUAGE ACQUISITION

• Keep anxiety low
• Use comprehensible and relevant messages
• Tap into students prior knowledge and experience
• Utilize real and purposeful language and context
• Give students daily opportunities to use language
• Set-up class so students interact with a variety of people for a variety of purposes
• Use visuals, realia, manipulatives, and other concrete materials
• Use gestures, facial expressions, and body language
• Speak clearly in less complex sentences with a slightly slower rate of speech, longer natural pauses, fewer pronouns, proper intonation, and elevated volume to aid meaning
• Repeat, rephrase, or paraphrase key concepts and directions
• Model and demonstrate procedures & thought processes through pantomime and role playing
• Provide only essential information when giving directions
• Explain idioms and slang when they occur
• Clarify meaning in context
• Encourage participation
• Focus on making meaning
• Provide a classroom rich in print, literature and language
• Use technology, video, music, and communications activities to increase exposure
• Create a multi-cultural classroom environment and encourage other students within the class to learn about the ESOL student's culture
• Invite peer involvement where ESOL student is comfortable
• Address multiple intelligences
• Contact and include parents and family where capable
• Communicate respect and positive regard both verbally and nonverbally
• Be non-judgmental and remain objective
• Use a variety of assessment techniques to determine level of students progress
• Search out community resources and resources within school and district
• Be enthusiastic, flexible, and tolerant