To prepare for this assignment, review the information on Second Language Acquis

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To prepare for this assignment, review the information on Second Language Acquisition, Comprehensible Input, and BICS & CALP.
Reflect (in writing) on each of the following. Your response to each question should be at least two paragraphs (five or more sentences each).
Second Language Acquisition
https://www.ericdigests.org/1992-1/myths.htm
http://multilingualism.pbworks.com/w/page/21913433/Similarities%20and%20Differences%20between%20First%20and%20Second%20Language%20Acquisition
https://files.eric.ed.gov/fulltext/ED511353.pdf
What myths and misconceptions about second language learning did the readings clarify for you?
What similarities and differences did you identify between L1 and L2 acquisition?
What implications does the research on language acquisition have for you as a teacher of ELLs?
Comprehensible Input – is a hypothesis first proposed by Stephen Krashen. He purports that ELLs acquire language by hearing and understanding messages that are slightly above their current English language level, (Comprehensible Input +1). When newcomers are assigned to a mainstream classroom and spend most of their day in this environment, it is especially critical for them to receive comprehensible input from their teachers and classmates. As you watch the video, you will learn how Comprehensible Input and Output are important to the acquisition of a second language.

How can you make your teaching as comprehensible as possible?
Does Stephen Krashen convince you that when language is comprehensible it can be acquired? Explain why or why not.
Do you believe that the second language instruction you received in middle and or high school or college (Spanish, French, German, etc.) was made comprehensible so you could acquire it? Give at least three reasons why or why not.
BICS & CALP

https://www.colorincolorado.org/faq/what-are-bics-and-calp
How would you summarize BICS and CALP in your own words? How have you experienced this (in your professional and/or personal life)?
When you first heard the student in the video speaking, how would you have assessed her English language proficiency? What challenges did you notice for the student once the conversation shifted from using her BICS to her CALP?
What implications do BICS and CALP have for you as a teacher of ELLs?

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