BICS and CALP was an idea first proposed by Prof Jim Cummins in the early 1980s. BICS stands for Basic Interpersonal Communication Skills, and CALP is Cognitive Academic Language Proficiency. Here’s what they are:
‘BICS refers to conversational fluency in a language while CALP refers to students’ ability to understand and express, in both oral and written modes, concepts and ideas that are relevant to success in school’ (Cummins 2008: 108).
Also, here’s a hangman of terms from earlier in the book, things like Contessa, humiliation, fireplace, insect, guard, etc. I found that guessing these prompted some discussion, so you could use the activity to teach phrases for probably (It could be… Maybe it’s… It’s definitely….!).
Just a quick one! Twinkl ESL are currently offering free access to users in South America in response to school closures. Miranda’s doing a great job at Twinkl and offering loads of awesome resources, many of which can be adapted for (or are even best suited to) online learning.
I found Twinkl really useful during online learning. I made various guided reading sequences on Seesaw using their resources and my learners responded well to these. I’ve since found other Twinkl resources useful for EAL classes with my Year 4 students (fronted adverbials for the win!).
This review of The Routledge Handbook of Teaching English to Young Learners by S Garton & F Copland (Eds) first appeared in IATEFL Voices Issue 276.
This handbook provides an overview of teaching English to young learners across a wide variety of international contexts. The editors state that this 540-page volume outlines the key issues in young learner teaching and offers a ‘plausible research agenda moving forward’. It achieves this for the most part, although there will inevitably be gaps given the scope of the book. (more…)
I’m currently doing a PGCEi through the University of Nottingham. The course is specifically designed for international educators with a focus on improving professional practice. It is an 11-month course which is mostly distance learning, although there is a short face-to-face component.
The course seems popular with teachers who are working at ‘lower-tier’ international schools and who do not hold a teaching certificate from their country of origin. It also seems popular with EFL teachers hoping to transition to international school teaching. However, that’s just a snapshot – my cohort on the course is extremely varied and includes edtech business owners, state-school teachers in Thailand, educational materials writers, and unknown bloggers (*waves*).
Here’s a Q+A style chat I had with a friend on the pros and cons of taking this course. For context, we are based in Thailand, and I currently teach at an international school. (more…)
In my post the other day I mentioned self-observation of online teaching. Paul Ashe commented that all these video recordings are great for peer observations too. Absolutely! The whole online teaching/learning experience is awesome for peer obs, especially for someone like me who has just taken on a new role.
I don’t have that rapport with new colleagues yet where I can say ‘hey, would you mind giving me access to recordings of your online lessons so I can scrutinise them?’. Then again, I don’t necessarily need lengthy examples of my peers in action in order to observe great practice. Teacher-student interaction is constantly on display with platforms like Seesaw, and it’s openly available to peers. Google Meets makes it easy for teachers to drop in and out of each other’s ‘classrooms’ when learners need support. From my perspective, that’s a chance to see how other, more experienced teachers go about supporting their learners. Peer observation isn’t only about sitting down and watching a lesson – all this new tech facilitates ‘little and often’ peer obs on the fly. Cool.
Here are some examples of great tips and techniques I’ve observed in recent weeks. (more…)
Every cloud and all that. Online learning may not be ideal but it provides some great opportunities for CPD.
The last time I filmed myself teaching was, wow, during my DipTESOL (2014). I remember filming my lessons to analyse my instructions for the self-development record (post here). Six years on, and recording online lessons with my YLs is now standard practice for safeguarding purposes. This means I have tonnes of footage of my own teaching to analyse. Well, if I dare to view it that is… *cringe*.