Willmore IRIS Module Teaching English Language Learners Effective Instructional Practices
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IRIS MODULE: TEACHING ELL
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IRIS Module: Teaching English Language Learners: Effective Instructional Practices
Brandon Willmore
School of Education, Liberty University
Author Note
Iris Center - iris.peabody.vanderbilt.edu or iriscenter.com -
https://iris.peabody.vanderbilt.edu/module/udl/cresource/#content
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Willmore, Brandon. Email: bmwillmore@liberty.edu
IRIS MODULE: TEACHING ELL
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IRIS Module: Teaching English Language Learners: Effective Instructional Practices
1.
Compare and contrast BICS and CALP. (2 – 3 paragraphs)
Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language
Proficiency (CALP) are two distinct language proficiency levels that individuals, particularly
students, navigate as they acquire and develop language skills. BICS primarily involves basic
conversational skills and social language, enabling individuals to engage in face-to-face
interactions in everyday contexts. This level of proficiency is typically attained within
approximately two years and is essential for early educational experiences. An illustrative
example is Maria, who, after only a few months in the United States, can understand and
participate in casual conversations with her peers due to frequent repetition and gestures.
On the other hand, CALP pertains to the ability to comprehend and use more advanced
and complex language necessary for academic success. This level of proficiency requires a
more extended period, typically five to seven years, during which students grapple with
academic concepts in the classroom. Maria, despite her quick acquisition of BICS, may
struggle with academic language related to specific subjects like science, where content-
related terms and instruction-related terms may be unfamiliar. The misconception that one
must achieve proficiency in social English before acquiring academic language is addressed
by acknowledging that BICS and CALP develop simultaneously. However, CALP acquisition
is a lengthier process, emphasizing the importance for teachers to initiate instruction in
academic language early in a student's educational journey. (IRIS, 2020)
2.
Name one point that you think teachers should know about second language
acquisition. (1 paragraph)
One crucial point for teachers to understand about second language acquisition is the
inherent imbalance between a student's receptive language (understanding) and expressive
IRIS MODULE: TEACHING ELL
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language (speaking) across all stages of language development. Recognizing that students tend
to comprehend a second language better than they can articulate it is essential in informing
teaching strategies. This understanding has significant implications for planning the education
of English Language Learners (ELLs), guiding decisions on instructional approaches such as
Developmental Bilingual Education, Transitional Bilingual Education, or English as a Second
Language. Teachers should prioritize activities and methods that not only enhance students'
receptive language skills but also provide ample opportunities for them to practice and
strengthen their expressive language abilities around ideas and concepts that they already
possess high comprehension. Addressing this asymmetry supports a more holistic and effective
language learning experience for ELL students, fostering both social language (BICS) and
academic language (CALP) development. (IRIS, 2020)
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)
In a lesson focused on the analysis of "character vs. society," students will delve into
understanding the literary conflict and its relevance to their choice of Young Adult (YA)
literature book or short story (with a provided list of culturally diverse texts that involve
character vs society). To support English Language Learners (ELLs) in comprehending the
lesson content and expressing their ideas effectively, several sheltered instructional supports
will be implemented.
Firstly, speaking clearly will be emphasized to ensure that students, regardless of their
English proficiency level, can grasp the nuances of the conflict analysis and recognize the
elements of conflict as they may occur within a text. I will make sure to articulate concepts
and instructions with a natural pace, avoiding overly complex sentence structures and using
stress on key words to enhance understanding.
Additionally, the strategy of monitoring
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IRIS MODULE: TEACHING ELL
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vocabulary will be employed, involving the use of high-frequency words, explanations of
unfamiliar terms, and the incorporation of cognates to facilitate comprehension. (IRIS, 2020)
Multimodal techniques will play a pivotal role in making the lesson accessible to
ELLs.
During my introductory discussion of ‘character vs. society’, I will have slides that
help me to incorporate visual aids such as labeled diagrams, pictures, and videos in order to
reinforce the concepts discussed. This lesson will be a part of a larger lesson on literary
analysis, and students will have learned about ideas such as motifs, themes, and conflict.
During this lesson, I will touch briefly on the types of conflict in literature (showing them a
slide for each), and then show a short video and deeper explanation of character vs. society,
with brief examples given—Romeo and Juliet, A Handmaid's Tale, To Kill a Mockingbird.
A central feature of this lesson is culturally responsive instruction, and it will be
integrated by acknowledging and valuing the cultural diversity of the students along with the
cultural diversity of the characters they write about. As stated above, the choice of YA
literature will include a curated list of culturally diverse texts, allowing students to connect the
conflict analysis to narratives that resonate with their cultural backgrounds and experiences.
By incorporating these sheltered instructional supports, the lesson aims not only to enhance
language proficiency but also to foster a culturally responsive and inclusive learning
environment for all students.
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
Speaking Clearly: The teacher's emphasis on speaking clearly was a
crucial contextual support in the minilesson. By articulating
concepts and instructions with a natural pace and avoiding overly
complex sentence structures, she ensured that her English Language
Learners (ELL) students could easily follow the lesson. The use of
stress on key words further enhanced understanding, allowing
students to grasp the nuances of the content without being
IRIS MODULE: TEACHING ELL
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implemented)
overwhelmed by linguistic complexities. This approach created a
supportive learning environment where students could focus on the
subject matter rather than struggling with language comprehension.
Monitoring Vocabulary: The teacher demonstrated effective
monitoring of vocabulary, a key contextual support for ELL
students. By utilizing high-frequency words, explaining unfamiliar
terms, and incorporating cognates, she provided students with the
necessary tools to comprehend and engage with the lesson. The
visual aid of vocabulary words written on paper allowed students to
see and associate the terms with their meanings. The teacher's
commitment to reviewing these vocabulary words before proceeding
ensured that students had a solid foundation before delving into
more complex concepts, fostering a smoother learning experience.
Visual Aids: The use of visual aids, such as note cards with key
terms written on them and the demonstration of concepts with
objects like a ruler and rolling pin, significantly enhanced the clarity
of the minilesson. These visual supports served as anchors for
understanding, offering a tangible connection to abstract ideas. By
providing a clear explanation while physically demonstrating length
with tools like a ruler and rolling pin, the teacher accommodated
diverse learning styles and made the content more accessible for
ELL students, promoting a deeper comprehension of the material.
Multimodal Techniques: The incorporation of multimodal
techniques, including the use of books on tape and small group
activities where students move through learning stations, added a
dynamic and interactive dimension to the minilesson. By offering
books on tape, the teacher addressed varied learning preferences,
accommodating auditory learners and reinforcing language
acquisition. The small group activities and learning stations not only
encouraged collaborative learning but also provided multiple entry
points for understanding the content. This multimodal approach
catered to diverse learning styles and fostered an inclusive learning
environment for ELL students.
Identify four
contextual supports
the teacher can
change or add to
improve the lesson. (1
paragraph for each
support
addition/modification
)
To improve the lesson, the teacher could enhance the use of visual
aids by incorporating images along with text when introducing key
terms like solid, gas, and liquid. While displaying the text is helpful,
associating these terms with relevant images can further reinforce
understanding, especially for English Language Learners (ELL) who
may benefit from the visual connection.
The addition of multimodal visual elements would provide a more
comprehensive representation of the concepts, catering to diverse
IRIS MODULE: TEACHING ELL
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learning styles and ensuring a more robust grasp of the lesson
content. Expanding the use of digital displays for certain
comparisons, such as metric units versus inches, would add another
layer of clarity. In instances where a visual scale comparison is
relevant, having a digital display could enhance comprehension and
facilitate a more engaging learning experience. Combining text with
images or videos for key terms in other parts of the lesson would
offer a more dynamic and varied approach to visual aids,
accommodating different learning preferences and further
supporting ELL students in grasping complex concepts.
To foster increased student engagement and ensure comprehension,
the teacher could implement strategic pauses to ask prompting
questions. Encouraging active participation not only gauges
students' understanding but also maintains their focus and attention.
By incorporating questions that prompt discussion or elicit
responses, the teacher creates an interactive learning environment,
allowing students to actively process information and reinforcing
their understanding of the material.
Adding manipulatives or tactile materials to the minilesson would
capitalize on the elementary-aged students' preference for hands-on
learning. This hands-on approach provides a concrete and tangible
experience, aiding in memory associations and deepening
conceptual understanding. For example, when discussing matter and
its properties, incorporating physical objects or materials that
represent solids, liquids, and gases could create a more tangible
connection for students, fostering a more impactful and memorable
learning experience.
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)
In the observed minilesson, the teacher effectively utilized multiple contextual supports
to enhance the understanding of English Language Learners (ELL). By providing some
instruction in the students' native language (Spanish) for clarity with key words, the teacher
established a foundation for comprehension. This approach acknowledged the linguistic
diversity of the students, offering support without relying solely on English language
proficiency. The decision to teach and ask all questions in English during the lesson
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IRIS MODULE: TEACHING ELL
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contributed to language immersion, fostering an environment conducive to language
acquisition while ensuring that the primary language of instruction aligns with the academic
context.
Furthermore, the teacher's practice of routinely stopping to ask basic comprehension
questions and prompting students to describe differences, such as those between spiders and
insects, played a vital role in engaging students actively in the learning process. This
interactive questioning technique not only assessed comprehension but also encouraged
students to articulate their understanding in English, promoting language development and
expression. It ensured that students were processing information at regular intervals, creating a
dynamic and participatory learning environment.
The strategic re-reading of the story a second time, followed by asking students to point
to vocabulary words when they hear them, demonstrated a multimodal approach to reinforce
language learning. This technique required students to recognize words both aurally and
visibly within the context of the teacher reading. The repetition of the story enhanced
comprehension, and the visual cue of pointing to vocabulary words facilitated word-picture
associations. This combination of auditory and visual stimuli supported varied learning styles,
contributing to a more comprehensive understanding of the lesson content and fostering
language development in a meaningful context.es them to recognize the words aurally and
visibly within the context of the teacher reading to them. (IRIS, 2020)
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)
1. Reading-Comprehension Strategies with Explicit Instruction: Teachers can employ explicit
instruction when teaching reading-comprehension strategies to ELL students, ensuring
engaging lessons that prompt questions during instruction. Utilizing pre-reading strategies like
IRIS MODULE: TEACHING ELL
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previewing words with visuals and activating background knowledge helps set the stage for
comprehension. During reading, teachers can teach students to monitor their understanding,
use context clues, and identify main ideas. After reading, strategies like generating teacher-like
questions, using question stems, and summarizing or retelling enhance comprehension.
Incorporating visuals such as charts and diagrams aids understanding, ensuring that ELL
students can demonstrate their comprehension effectively
. (IRIS, 2020)
2. Differentiation in Instruction and Assessment: Teachers can differentiate instruction and
assessment to accommodate the diverse needs of ELLs. Presenting information through a
variety of choices, including books, audio, and video in both the student's home language and
English, caters to diverse learning preferences. Making instruction more concrete with visuals,
demonstrations, and timelines supports comprehension. Encouraging flexible grouping, hands-
on activities, and learning centers provides choices for students to practice and make sense of
information. Allowing diverse options for expressing understanding, whether through
presentations, creative projects, or group work, ensures that assessment methods align with
individual capabilities. (IRIS, 2020)
3. Separating Content Knowledge from English Language Knowledge in Assessments: To
assess ELLs' content knowledge separately from their English language knowledge, teachers
can employ various strategies. Crafting test questions that incorporate aspects of students'
background knowledge ensures relevance and connection to prior experiences. Ensuring
students understand various test formats and providing bilingual dictionaries or translation
support fosters accessibility. Previewing tests with students, clarifying terminology, and
permitting extra time for completion accommodates language acquisition challenges. This
approach aligns with the principle of recognizing and valuing students' diverse linguistic
IRIS MODULE: TEACHING ELL
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abilities during assessments.
4. Providing Opportunities for Practice with Support: Teachers can offer ELLs opportunities to
practice skills or concepts with appropriate support. Allowing the use of instructional supports
like translated word lists, especially as language proficiency increases, facilitates
understanding. Encouraging collaborative learning through pairs or small groups enhances
interactive discussions and student-led conversations. “Utilizing student groups like "buzz
groups," Think-Pair-Share, and small groups with varying English proficiency levels facilitates
English language practice in various classroom activities. This aligns with the notion that
ELLs benefit from speaking English regularly, not only for language development but also for
clarifying ideas, understanding task requirements, and engaging in peer reviews, contributing
to a supportive and inclusive classroom environment” (Tomlinson, 2017).
Providing feedback
on the content of ELLs' responses in English, rather than focusing on pronunciation or
grammar, ensures a focus on comprehension and understanding. This approach aligns with the
idea that ELLs should have ample time to speak English for various purposes, fostering
language development through peer interactions.
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References
IRIS Center. (2023).
Universal Design for Learning: Designing Learning Experiences that
engage and challenge all students
. Retrieved from IRIS Center:
https://iris.peabody.vanderbilt.edu/module/udl/#content
Tomlinson, Carol Ann. How to Differentiate Instruction in Academically Diverse Classrooms,
Association for Supervision & Curriculum Development, 2017. ProQuest Ebook
Central, http://ebookcentral.proquest.com/lib/liberty/detail.action?docID=4829767