M3: Language Development

Post 1-

"Outline the relationship between Quadrants and BICS and CALP."

Elizabeth Coelho discusses a framework for teaching English as a second language in Ontario, "Quadrant" refers to the Cummins Model (or the adaptation of it) in which attributes contribute to developing an understanding of an Language Learners' ability in a language. The adaptation references a guideline to successful development of language. This is a way that an analyst is capable of measuring the potential strengths in a language learners' portrayal of  meaning using language. Basic Interpersonal Skills refers to the language skills a student has acquired in regards to day to day life as well as social interaction. Cognitive academic language proficiency refers to the ability to use academic language (namely vocabulary).

The idea of the quadrants is that, if the student is beginning in Quadrant "A", they are expected or guided to build from "A" to "B", "C" and finally, "D". Likewise, if a student has proven they are in quadrant "B", they would not need to repeat review to prove themselves again at "A", but simply be guided into "C" and then "D" (one would hope).

It is important to note that a language learner can be excellently rehearsed in the memorization of different words (possibly even capable of predicting what words and spellings of unfamiliar words are), yet unable to use the words in a sentence properly with meaning. In my experience I have seen many students able to score well in speech competitions because of academic vocabulary, but when it came to the questioning, the students were unable to communicate ideas (some were even unable to understand the questions asked).

Post 2

"For the last part of the task you will provide a 1-2 page single spaced reflection on the effectiveness of STEP and why and how it should be mandatory in the classroom. Also you will state the importance of developing BICS and CALP in order to support ELLs through the STEP continua. How can this be achieved?"

I previously mentioned before that students could have performed well if assessed in regards to CALPS, but proven to have struggles in regards to BICS. Capacity Building Series "World of Words" discusses practices that help teachers prepare themselves for a number of teaching/classroom scenarios that involve language learning students (2009). In regards to teacher support Capacity Build Series "World of Words" offers teachers insight into ways that they can offer assistance to language learners individually, through small group activities and through full class activities (2009). Throughout the article by "Capacity Building Series", the "World of Words" is a metaphor to describe the vast amount of knowledge language learners can find themselves standing before. There is importance to knowing that as a teacher we are able to develop the Language Leaner's experience through STEP as well as significant attention to details about students in the classroom.

STEP allows for students to provide a clear picture of their abilities on the continua. The quadrants are a firstly glance into possible potentials of a student. Without the initial assessment of STEP teachers, and supporting staff may not even know that a student is a language learner. While studying "Development Psychology" in the lecture hall of Dr. Mushqash (Lakehead University 2011) the case study of "Chelsea" was brought up. "Chelsea" because she was a child deprived of her language development from birth. "Chelsea" was born deaf, unfortunately at that time, it was not diagnosed and she was thought to have a development delay. At the age of 31 (after all that time being treated as someone who has special needs, having needs but not being supported in the way needed), she was introduced into a language program. She was unsuccessful in her language development and possibly could have been helped better had she received the needed support earlier on.

I don't understand how STEP is not mandatory in the classroom to be honest, as much as it seems like its something of a smarty pants comment-is that for real? I do not understand how a teacher would successfully make it through a day without being able to provide assistance (actually, come to think of it that is a lie, I do). I have had quite a few students who were ESL students, but also special needs. They did not get the support they needed because the parents saw their child getting programmed help as a weakness. It is difficult, but we have our "School-based team" that is working with classroom teachers to provide parents with up to date information and reports on students (their children), who appear on the radar in teacher's classrooms. The part that I just understood, about "why should this be mandatory", I can attest that it is incredibly difficult to really reach out and get all those students time to be observed and recognized. For a classroom teacher, I think it may be easiest for us at times, but for school administration, that could be a lot of students. I think I understand the question of "why should it be mandatory?" and it has a simple answer. We are looking out and after students who need us to support them, we are Canadian educational institutions, how can making an equitable classroom not be mandatory? In regards to "How?", as I previously mentioned, our school has a team of support staff, teachers and administration that meet up once every couple weeks or so, almost once a month. In their meetings, they have a round table discussion about various students that are recognized as "in need" by teachers, parents or who are brought up by other students in concerning situations. For example, if  "student A" is playing with his friend one day and "student B" notices marks of self-harm, they may bring that up to a school counselor, parent or their teacher. After a follow up by administration, the student is recognized as potentially in need of social emotional support (possibly).

From the Lakehead University lecture hall of Mushquash, it was discussed that Chomsky believed language was instinctively built into our being, without the knowledge of what is being said, babies can develop recognition of different speech ques and intonations (2011). If language understanding comes from a time before a person can read and write, it is clear that there needs to be an understanding of context, or even just auditory speech patterns that make the rest of the language more accessible. The great Canadian "Eh" is a prime example of this. In Chinese "Wei" is said at the beginning of a phone call to identify that you are indeed on the other line and listening, without knowing what it means (because a lot of people don't), a foreigner can understand at any given time that someone just got on a phone call. From an understanding of the language's culture and contextual understandings, then teachers can help students build a vocabulary that is at their academic grade level. If teachers are unable to assist students in building their academic grade level, each year that the student moves forward, that student is experiencing a more difficult year because although their understanding may be excellent, they cannot clearly state or share ideas which are the main ways in which teachers identify a student's capabilities and preparedness for the next level.