1 / 8

Scaffolding Writing for ELL Students

Scaffolding Writing for ELL Students. From BICS …. BICS - Basic Interpersonal Communicative Skills Everyday communication Language of basic needs e.g. shopping, greetings Conversational -> colloquial May rely on ritualised exchanges e.g. How are you?

dahlia
Download Presentation

Scaffolding Writing for ELL Students

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Scaffolding Writingfor ELL Students

  2. From BICS … BICS- Basic Interpersonal Communicative Skills • Everyday communication • Language of basic needs e.g. shopping, greetings • Conversational -> colloquial • May rely on ritualised exchanges e.g. How are you? • Acquired unconsciously in everyday situations

  3. … to CALP CALP - Cognitive Academic language Proficiency • Classroom language • Language for learning and assessment needs e.g. explain, analyse, summarise • Mainly reading and writing • Highly specialised specific to subject areas • Needs to be taught, practised and learnt

  4. The theory… BICS “Context embedded” and “cognitively undemanding” CALP “context reduced” and “cognitively demanding”

  5. …

  6. The scaffold… • Stage 1 Doing an experiment • Stage 2 Introducing Key Vocabulary • Stage 3 Teacher guided reporting • Stage 4 Journal writing

  7. The readings… • Baker, C. (2006). Cognitive theories of bilingualism and the curriculum In Foundations of bilingual education and bilingualism, 4th ed. pp. 166-186. Clevedon, Avon: Multilingual Matters. • Gibbons, P. (2002). Reading in a Second Language. Scaffolding Language Scaffolding Learning. Portsmouth, NH: Heinemann, pp.77-101.

  8. Make it relevant… • Get into department groups – large departments may split up into smaller groups, smaller departments may join with others • Identify the more complex writing requirements of your department • How could you scaffold students from conversational discussion to formal writing?

More Related