IRIS MODULE: TEACHING ELL 1
IRIS Module: Teaching English Language Learners: Effective Instructional Practices
Chad Davenport
School of Education, Liberty University
IRIS MODULE: TEACHING ELL 2
IRIS Module: Teaching English Language Learners: Effective Instructional Practices
1. Compare and contrast BICS and CALP. (2 – 3 paragraphs)
Cummins (as referenced in Tomlinson, 2017) established two degrees of language
competency in the context of second language acquisition: Basic Interpersonal
Communication Skills (BICS) and Cognitive Academic Language competency (CALP). The
conversational language abilities needed for regular social interactions are called BICS
(Tomlinson, 2017). Pupils who have mastered BICS can hold casual discussions and interact
with peers efficiently. However, according to Cummins (as mentioned in Tomlinson, 2017),
CALP refers to the linguistic abilities required for success in the classroom, such as reading,
writing, and understanding challenging academic materials. The development of CALP
proficiency, which is essential for academic success, may require several years of consistent
exposure and explicit teaching (Tomlinson, 2017).
Fullerton (2022) highlights how crucial CALP competency is to Hispanic immigrants'
academic achievement. Students can overcome language challenges and succeed in higher
education with the help of CALP (Fullerton, Year). Although BICS can progress quickly,
mastery of content-area subjects and managing academic environments require CALP
proficiency (Fullerton, 2022; Tomlinson, 2017). Knowing the differences between BICS and
CALP is essential for educators working with English language learners since it guides
instructional strategies and promotes language competence growth in various circumstances
(Tomlinson, 2017).
2. Name one point that you think teachers should know about second language
acquisition. (1 paragraph)
Cultural responsiveness is one thing that teachers should be aware of when it comes to
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second language acquisition, according to the IRIS Center. Teachers must acknowledge and
value their students' cultural backgrounds, experiences, and identities to provide English
Language Learners (ELLs) with effective instruction (IRIS Center, n.d.). In order to foster a
welcoming and inclusive learning environment, culturally responsive teaching integrates its
students' cultural assets, viewpoints, and language diversity into the curriculum. Teachers can
improve their students' academic performance, motivation, and engagement by including
culturally appropriate materials, models, and activities in the academic program. Culturally
sensitive teaching encourages students to feel like they belong and recognize their identities,
which helps ELLs acquire language and develop positive learning attitudes.
3. Think about a lesson that you might teach. Briefly describe it and at least four types
of sheltered instructional supports you might provide for your ELL students. (1 page)
Teaching American Government, I always teach a lesson on the Supreme Court and its
role. In this lesson, students could examine landmark cases and their impact on American
society and discuss the importance of the Supreme Court in upholding the Constitution.
To support English Language Learners (ELLs) in this lesson, teachers can use sheltered
instructional supports that align with Universal Design for Learning (UDL) principles.
According to the IRIS Center (n.d.), UDL provides multiple means of representation, action,
expression, and engagement to ensure that all learners have equitable access to learning
opportunities. Here are four possible types of sheltered instructional supports that teachers can
provide for ELLs in this lesson:
1. Graphic organizers: Graphic organizers can help ELLs organize and visualize complex
information. For example, teachers can provide a chart or a Venn diagram to compare and
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contrast different Supreme Court cases. This can help ELLs better understand the similarities
and differences between cases and how they relate to the Constitution (IRIS Center, n.d.).
2. Visual aids: Visual aids such as pictures, videos, and diagrams can help ELLs comprehend
complex concepts and vocabulary. Teachers can use images or videos to illustrate the roles
and responsibilities of the Supreme Court, or to explain the impact of landmark cases on
society. This can help ELLs make connections between the content and their prior knowledge
(IRIS Center, n.d.).
3. Vocabulary instruction: ELLs may struggle with the specialized vocabulary used in legal
contexts. To support ELLs, teachers can provide explicit vocabulary instruction, including key
legal terms and their definitions and examples of their use in context. This can help ELLs
better understand the content and participate in class discussions (Heath, 2016).
4. Cooperative learning: Cooperative learning activities can allow ELLs to practice their
language skills and collaborate with peers. Teachers can group ELLs with native speakers to
work on tasks such as summarizing a Supreme Court case or analyzing a court opinion. This
can help ELLs develop their language proficiency and build relationships with their classmates
(IRIS Center, n.d.).
By using these types of sheltered instructional supports, teachers can create an inclusive and
engaging learning environment that promotes the academic success of all students, including
ELLs.
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4. Watch the video on the IRIS website to see a second-grade teacher introduce the
properties of matter (time: 3:11), then complete the table below.
Identify four
contextual supports
the teacher used to
help her ELL
students better
understand the lesson.
(1 paragraph for each
support implemented)
Flashcards that illustrate the variations in size, color, and form were
the teacher's first method of providing contextual support to her ELL
students. She handed up a card with a large and a smaller image to
illustrate how matter is categorized based on size. Before pointing to
the picture, she would then describe each size and its name. She
would do the same approach when discussing colors and shapes:
hold up the flashcard, point to the matching picture, and say the
name of the concept she wanted them to understand.
The 2nd contextual support the teacher used to help her ELL
students was flashcards with the kinds of matter written on them.
When she wanted the students to learn about the 3 types of matter,
she would hold up each card when she spoke about them. She would
also have the students say the types of matter as she held them up.
The instructor employed various things to illustrate size and weight
as the third contextual support to aid her ELL student in learning.
She demonstrated the various weights and sizes of the box by
holding it up.
The teacher's final contextual aid for her ELL pupils was a ruler,
which she used to educate them that materials can be categorized
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according to length. She held up a metric ruler and discussed how
the metric system is commonly used in science to measure matter.
She also demonstrated to the kids how measurements are commonly
made in the English language in inches and feet, using a ruler to
explain what those looked like.
Identify four
contextual supports
the teacher can
change or add to
improve the lesson. (1
paragraph for each
support
addition/modification
)
To address the various needs of every learner, the Universal Design
for Learning (UDL) framework strongly emphasizes offering a
variety of representation, action and expression, and engagement
opportunities (IRIS Center, n.d.). The instructor could utilize
flashcards or other visual aids to allow students numerous forms of
representation when illustrating terms like length and weight (IRIS
Center, n.d.). For instance, the instructor could utilize a flashcard
with a scale to show the weight or a picture to show what an inch
looks like (IRIS Center, n.d.).
Multiple forms of representation can also be supported by using
various images to depict the appearance of solids, liquids, and gases
(IRIS Center, n.d.). To show solids, liquids, and gases, the instructor
could, for example, present an image of a brick, a picture of water,
or an image of fumes (IRIS Center, n.d.). Furthermore, the instructor
could demonstrate these ideas using real things to give students
tangible examples (IRIS Center, n.d.). A balloon filled with air may
be used to show how a gas looks and feels, or the teacher could use a
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glass of water to show how a liquid looks and feels (IRIS Center,
n.d.).
The teacher could utilize rulers and a scale to demonstrate
measurements using numerous modes of representation (IRIS
Center, n.d.). Each student could choose multiple things, put them
on the scale to determine their weight, and then measure the objects'
lengths to show how long they are (IRIS Center, n.d.). Teachers can
design learning experiences that engage and challenge every student,
regardless of their unique needs and skills, by offering diverse
modes of representation, action and expression, and interaction
(IRIS Center, n.d.).
5. The next video — courtesy of the Vaughn Gross Center for Reading and Language
Arts—demonstrates ongoing research with ELLs (time: 2:33). Identify three
instructional supports used by the researchers in the video and explain why they are
helpful to ELLs. (1 paragraph for each instructional support)
Carol Ann Tomlinson discusses the importance of activating prior knowledge,
introducing new vocabulary words, and asking comprehension questions as instructional
strategies to support student learning.
The teacher in the video used the strategy of activating prior knowledge through questioning
about the students' experiences with their grandfather. This questioning strategy aligns with
Tomlinson's recommendation to help students make connections between their personal
experiences and those included in the story, which promotes understanding and engagement
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(Tomlinson, 2014).
To introduce the vocabulary word "simmering", the teacher simplified the word for student
understanding and used it in context to promote comprehension. Tomlinson emphasizes the
importance of providing multiple opportunities for students to encounter and use new
vocabulary words in context to promote understanding and retention (Tomlinson, 2014).
The students also engaged in a vocabulary activity where they listened for vocabulary words in
the book and gave a thumbs up signal when they heard one. This activity aligns with
Tomlinson's recommendation to provide opportunities for students to practice listening and
speaking skills in order to better communicate and comprehend (Tomlinson, 2014).
Finally, the teacher used comprehension questions to check student understanding through
summarization and retelling. This aligns with Tomlinson's recommendation to provide
opportunities for students to interpret and retell what they have learned as a way to practice
language skills and demonstrate understanding (Tomlinson, 2014).
By using these instructional supports, the teacher in the video is able to create a learning
environment that engages and challenges all students, regardless of their individual needs and
abilities.
6. List at least three things teachers can do when assessing ELL students to allow them
to demonstrate their knowledge fully. (1 paragraph for each assessment)
Using authentic assessments is one method teachers can use to evaluate ELL pupils so
they can completely demonstrate their knowledge. The purpose of authentic assessments is to
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evaluate students' abilities and knowledge in situations from real life that have personal
significance for them. This kind of evaluation aids ELL students in showcasing their
knowledge by giving them chances to apply their language abilities in relevant and genuine
contexts. Teachers can utilize performance-based assessments, for instance, in which students
must use what they have learned to solve problems in the real world by making a poster or
giving a presentation. According to IRIS (n.d.), "performance-based assessments allow ELLs
to demonstrate their knowledge in a way that is more meaningful and relevant to them, rather
than being limited to multiple-choice questions that may not accurately reflect their
understanding."
Formative assessments are an additional tool that teachers can use to evaluate ELL students.
The purpose of formative assessments is to give students continuous feedback on how well
they are doing in reaching their learning objectives. By giving ELL students several chances to
practice and get feedback on their language abilities, this kind of assessment aids in their
demonstration of knowledge. For instance, exit tickets or brief quizzes are useful tools for
teachers to assess their students' conceptual grasp. According to IRIS (n.d.), "formative
assessments allow teachers to identify areas where ELLs may need additional support, and to
adjust their instruction accordingly."
Using technology-based exams is a third approach teachers can use to evaluate ELL students.
Assessments that are based on technology can offer ELL students extra assistance by include
elements like text-to-speech, translation, and visual aids. For instance, educators can use
online tests or games to give ELL students instant feedback and assistance. According to IRIS
(n.d.), "technology-based assessments can help ELLs to demonstrate their knowledge by
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providing them with additional support and scaffolding that is not available in traditional
assessments."
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References
Fullerton, T. L. (2022).EIdentifying Commonalities Among Hispanic Immigrants Who Overcame
Language Barriers to College SuccessE(Doctoral dissertation, Northcentral University).
Heath, A. M. (2022).EThe Impact of Teacher Self-Efficacy Beliefs and Instructional Practices for
English Language Learners: A Mixed Methods ApproachE(Doctoral dissertation, Western
Connecticut State University).
IRIS | Universal Design for Learning: Designing learning experiences that engage
and challenge all students. (n.d.). https://iris.peabody.vanderbilt.edu/module/udl/
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners.
ASCD.
Tomlinson, C. (2017). How to Differentiate Instruction in Academically Diverse Classrooms.
Ascd.
