This blog post will tackle the third guiding principle in working with Multilingual Learners (MLs). This content has been adapted for this blog from the WIDA ELD Standards Framework.
We know that our ML students need time to develop and learn English and, in our language-immersive classrooms it can sometimes feel frustrating that students aren’t making more rapid progress. Some of you have mentioned that students’ social language appears to be much higher than what they demonstrate in their academics, this is an accurate observation for our MLs. It is important to remember that social language is like a “survival skill.” They use this type of language to navigate friendships, solve social problems, and even order lunch. Because this language is used in everyday conversations that are casual and comfortable, it takes 6 months to 2 years for this language to develop. In contrast, academic language takes 5-7 years to develop, and this timeframe varies depending on the level and quality of instruction in their native language. I know it can be frustrating to hear “he just needs time” but the truth is, in a language-rich classroom where students are met at their level, language acquisition will and does happen.
"Multilingual learners' language development and learning occur over time through meaningful engagement in activities that are valued in their homes, schools, and communities."
Word | Definition | Example |
BICS (basic interpersonal communication skills) | The social language used in everyday face-to-face interactions. The context for this type of language is imbedded in what students are doing. This language is meaningful to students, cognitively undemanding, and non-specialized. | Students use this type of language …on the playground …on the phone …in the lunchroom …during work time …with Ms. Sampson … at Girls on the Run … during free choice … during morning meeting |
CALP (cognitive academic language proficiency) | The language used in classrooms in various content areas. This type of language is abstract, context reduced, and specialized, meaning that it is specific to a content area and likely doesn’t come up in everyday conversations. | Students use this type of language …when comparing …when classifying …when synthesizing …when evaluating …when inferring This type of language is not just vocabulary, it is also the academic skills in which they will use high-level vocabulary. |
Photo and Content Credit To Engestrom 2009; Larsen-Freeman 2018; van Lier 2008, Wen 2008.
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