Four principles for the support of cognitive academic language proficiency (CALP) were developed in a 2007 study completed by Rothenberg and Fisher. They include:
Comprehensible input was developed by Stephen Krashen, and was considered to be the first step in developing proficiency in a second language. This means that students must be able to understand what they are being taught within the classroom in order for language acquisition to occur. The use of graphic organizers, gestures, facial expressions, and other visual aids can assist with comprehensible input.5
Contextualized Instruction means that students learn academic language in a meaningful context, which can be systematically built on. Emphasis on key vocabulary and connecting new knowledge to prior knowledge can assist in developing contextualized instruction.
Creating a low anxiety classroom is essential in order for the English Language Learner to become comfortable in a new environment. Many English Language Learners will easily become discouraged when the classroom does not provide opportunities for them to interact with the lesson and understand the materials being presented. Teachers should strive to create an accommodating classroom environment that allows English Language Learners to freely communicate and develop their Basic Interpersonal Communication Skills (BICS) as well as their Cognitive Academics Language Proficiency (CALP). Allowing for cooperative learning via group activities such as presentations as well as differentiating instruction though scaffolding can assist in creating a low anxiety classroom.
Providing opportunities for meaningful engagement in learning activities occurs when English Language Learners are provided opportunities to read, speak, listen, and write about the academic subject/lesson they are engaged in. Students should be provided with multiple opportunities to to discuss and write down ideas and formulate and defend thoughts. Providing students with problem solving activities in mathematics as well as writing prompts and Socratic seminars in english and history classrooms can assist in providing opportunities for the English Language Learner to meaningfully engage in their learning and acquisition of a second target language.6
- Comprehensible input
- Contextualized Instruction
- Creating a low anxiety classroom
- Providing opportunities for meaningful engagement in learning activities
Comprehensible input was developed by Stephen Krashen, and was considered to be the first step in developing proficiency in a second language. This means that students must be able to understand what they are being taught within the classroom in order for language acquisition to occur. The use of graphic organizers, gestures, facial expressions, and other visual aids can assist with comprehensible input.5
Contextualized Instruction means that students learn academic language in a meaningful context, which can be systematically built on. Emphasis on key vocabulary and connecting new knowledge to prior knowledge can assist in developing contextualized instruction.
Creating a low anxiety classroom is essential in order for the English Language Learner to become comfortable in a new environment. Many English Language Learners will easily become discouraged when the classroom does not provide opportunities for them to interact with the lesson and understand the materials being presented. Teachers should strive to create an accommodating classroom environment that allows English Language Learners to freely communicate and develop their Basic Interpersonal Communication Skills (BICS) as well as their Cognitive Academics Language Proficiency (CALP). Allowing for cooperative learning via group activities such as presentations as well as differentiating instruction though scaffolding can assist in creating a low anxiety classroom.
Providing opportunities for meaningful engagement in learning activities occurs when English Language Learners are provided opportunities to read, speak, listen, and write about the academic subject/lesson they are engaged in. Students should be provided with multiple opportunities to to discuss and write down ideas and formulate and defend thoughts. Providing students with problem solving activities in mathematics as well as writing prompts and Socratic seminars in english and history classrooms can assist in providing opportunities for the English Language Learner to meaningfully engage in their learning and acquisition of a second target language.6
5. Ricardo Schutz "Stephen Krashen's Theory of Second Language Acquisition"
6. Deandrea L. Murrey "Differentiating Instruction in Mathematics for the English Language Learner"
6. Deandrea L. Murrey "Differentiating Instruction in Mathematics for the English Language Learner"