When it comes to teaching English language learners (ELLs), teachers can benefit from using language acquisition theories. To support ELLs in the classroom, it is imperative to comprehend these theories. They shed light on how students acquire languages, which can help educators create more efficient teaching methods. Hence, these theories are crucial for ELL educators, as they provide insight into how people acquire new languages.
Theories of language acquisition can have various uses in the classroom. A notable example of this is the application of Stephen Krashen’s Input Hypothesis. According to this idea, students learn new languages most effectively when they are exposed to language that is slightly above their current proficiency—a process known as “i+1” (“Learning Module Two,” n.d.). Instructors can put this theory into practice by giving ELLs challenging yet manageable materials and assignments.
Assigning readings with unusual vocabulary or grammatical structures and then having pupils complete tasks using this new knowledge are examples of how to accomplish this. This can be done in several steps in practical settings. Firstly, a teacher can show students a text with new words. Then, they can read the text together, discussing newly learned words. The instructor should next urge the ELLs to incorporate the new terms into their own sentences. Hence, according to Krashen’s theory, teachers can gradually introduce new vocabulary to ELLs.
Moreover, educators can use Jim Cummins’ BICS and CALP theory during lessons. Cummins distinguishes between BICS (Basic Interpersonal Communicative Skills) and CALL (Cognitive Academic Language Proficiency). While BICS refers to the language abilities required for everyday conversation, CALP is a term used to describe the language proficiency necessary for academic performance (“Learning Module Two,” n.d.). Recognizing this difference will enable educators to provide ELLs with more targeted support.
For instance, teachers should focus on developing CALP through academic writing and reading assignments, and developing BICS through conversation practice and group projects. In real-world situations, this can be completed in multiple stages. To begin, an instructor can practice BICS by leading a group discussion. Subsequently, an educator should introduce an academic text to foster CALP. Lastly, a teacher needs to assign a short essay that incorporates textual vocabulary. Hence, Cummins’s theory diversifies language skills, allowing for a more focused learning experience.
Reference
Learning Module Two: Theories That Have Transformed Language Education. (n.d.). University of Saskatchewan.