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| bics: basic interpersonal communication skills: Adding English Elizabeth Coelho, 2004 A comprehensive source of ideas and advice for enhancing the learning of all students in all subject areas and at all grade levels. |
| bics: basic interpersonal communication skills: Encyclopedia of Bilingualism and Bilingual Education Colin Baker, Sylvia Prys Jones, 1998 This encyclopedia is divided into three sections: individual bilingualism; bilingualism in society and bilingual education. It includes many pictures, graphs, maps and diagrams. The book concludes with a comprehensive bibliography on bilingualism. |
| bics: basic interpersonal communication skills: Language, Power and Pedagogy Jim Cummins, 2000-09-22 Population mobility is at an all-time high in human history. One result of this unprecedented movement of peoples around the world is that in many school systems monolingual and monocultural students are the exception rather than the rule, particularly in urban areas. This shift in demographic realities entails enormous challenges for educators and policy-makers. What do teachers need to know in order to teach effectively in linguistically and culturally diverse contexts? How long does it take second language learners to acquire proficiency in the language of school instruction? What are the differences between attaining conversational fluency in everyday contexts and developing proficiency in the language registers required for academic success? What adjustments do we need to make in curriculum, instruction and assessment to ensure that second-language learners understand what is being taught and are assessed in a fair and equitable manner? How long do we need to wait before including second-language learners in high-stakes national examinations and assessments? What role (if any) should be accorded students’ first language in the curriculum? Do bilingual education programs work well for poor children from minority-language backgrounds or should they be reserved only for middle-class children from the majority or dominant group? In addressing these issues, this volume focuses not only on issues of language learning and teaching but also highlights the ways in which power relations in the wider society affect patterns of teacher–student interaction in the classroom. Effective instruction will inevitably challenge patterns of coercive power relations in both school and society. |
| bics: basic interpersonal communication skills: Language Awareness in Teaching Timothy Chadwick, 2012-04-05 A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education. Produced with University of Cambridge International Examinations, the Toolkit helps teachers to develop language awareness to support their students with the academic language they need to be successful in subjects taught through English. With reflective questions and activities, it can be used either for self-study or in training modules. Useful for both content and English language teachers, it is aimed primarily at those who teach students for whom English is not their first language - for example as part of a bilingual or CLIL programme or in an international English-medium school. |
| bics: basic interpersonal communication skills: English Solved Papers YCT Expert Team , 2023-24 UPTET/CTET English Solved Papers |
| bics: basic interpersonal communication skills: Assessing Culturally and Linguistically Diverse Students Robert L. Rhodes, Salvador Hector Ochoa, Samuel O. Ortiz, 2005-04-04 This is the first book to present a practical, problem-solving approach and hands-on tools and techniques for assessing English-language learners and culturally diverse students in K-12 settings. It meets a crucial need among practitioners and special educators working in today's schools. Provided are research-based, step-by-step procedures for conducting effective interviews with students, parents, and teachers; making the best use of interpreters; addressing special issues in the prereferral process; and conducting accurate, unbiased assessments of academic achievement, intellectual functioning, language proficiency, and acculturation. Among the book's special features are reproducible worksheets, questionnaires, and checklists--including several in both English and Spanish--in a ready-to-use, large-size format. This book is in The Guilford Practical Intervention in the Schools Series. |
| bics: basic interpersonal communication skills: Book Fiesta! Pat Mora, 2009-03-10 Take a ride in a long submarine or fly away in a hot air balloon. Whatever you do, just be sure to bring your favorite book! Rafael López's colorful illustrations perfectly complement Pat Mora's lilting text in this delightful celebration of El día de los niños/El día de los libros; Children's Day/Book Day. Toon! Toon! Includes a letter from the author and suggestions for celebrating El día de los niños/El día de los libros; Children's Day/Book Day. Pasea por el mar en un largo submarino o viaja lejos en un globo aerostático. No importa lo que hagas, ¡no olvides traer tu libro preferido! Las coloridas ilustraciones de Rafael López complementan perfectamente el texto rítmico de Pat Mora en esta encantadora celebración de El día de los niños/El día de los libros. ¡Tun! ¡Tun! Incluye una carta de la autora y sugerencias para celebrar El día de los niños/El día de los libros. The author will donate a portion of the proceeds from this book to literacy initiatives related to Children's Day/Book Day. La autora donará una porción de las ganancias de este libro a programas para fomentar la alfabetización relacionados con El día de los niños/El día de los libros. |
| bics: basic interpersonal communication skills: Children's Communication Skills Belinda Buckley, 2003 This text studies the development of children's communication skills from birth to the age of five. |
| bics: basic interpersonal communication skills: Key Concepts in Bilingualism Fredric W. Field, 2017-09-16 Arranged alphabetically, this accessible glossary provides a quick source of reference for a range of readers, from students of linguistics to educators who need help navigating the vocabulary of Bilingualism. Cross-referenced throughout, this guide considers a range of concepts that relate to the interdisciplinary nature of the field. |
| bics: basic interpersonal communication skills: Culturally and Linguistically Diverse Children Jerri A. Haynes, 2012-07-31 From cultural disparities to communication barriers, the realities present in today s ever-diversifying classrooms make the teaching profession even more challenging. In Culturally and Linguistically Diverse Children, Jerri A. Haynes shares an invaluable guide that teachers can use for navigating and making the most out of every classroom experience. Haynes herself is an educator who has worked with culturally and linguistically diverse children in the states of Florida and Georgia for over 16 years. Passionate, creative, innovative and adaptable- these are a few of the qualities that enabled Haynes to excel in her profession and continue molding her students. In her book, fellow educators can learn to emulate these traits while becoming aware of several important issues that must be addressed in order to bridge cultural and language gaps. Timely, eye-opening and inspirational, Culturally and Linguistically Diverse Children is a treasure trove of insights for making the classroom a place of harmony, excellence and growth. |
| bics: basic interpersonal communication skills: Diversity and Motivation Margery B. Ginsberg, Raymond J. Wlodkowski, 2015-02-27 When the first edition of Diversity and Motivation was published in 1995, it became a premier resource for faculty and administrators seeking effective and practical strategies that foster motivation among culturally diverse student groups. This revised and updated second edition of Diversity and Motivation offers a comprehensive understanding of teaching methods that promote respect, relevance, engagement, and academic success. Margery B. Ginsberg and Raymond J. Wlodkowski base their insights and concrete suggestions on their experiences and research as college faculty. The book defines norms, illustrates practices, and provides tools to develop four foundational conditions for intrinsically motivated learning: establishing inclusion, developing a positive attitude, enhancing meaning, and engendering competence. The authors provide perspectives on the social justice implications of each condition. Diversity and Motivation includes resources to help educators create a supportive community of learners, facilitate equitable discussions in linguistically diverse classrooms, design engaging lessons, and assess students fairly. The ideas in this book apply across disciplines and include teaching practices that can be easily adapted to a range of postsecondary settings. In addition, the authors include a cohesive approach to syllabus construction, lesson design, and faculty development. This new edition also contains a framework for motivating students outside traditional classroom settings. |
| bics: basic interpersonal communication skills: Implementing Response-to-Intervention to Address the Needs of English-Language Learners Holly S. Hudspath-Niemi, Mary Lou Conroy, 2013-06-26 There is considerable concern surrounding the complex issue of how to meet the learning needs of English-language learners within general and special education programs. Implementing Response-to-Intervention to Address the Needs of English-Language Learners increases school psychologists’ knowledge of intervention strategies related to ELLs, through its examination of the challenges associated with evaluating ELLs and by providing a collaborative framework to enhance educational identification and placement in special education. It accomplishes this by incorporating research-based intervention approaches for ELLs and offering a comprehensive guide to the processes and tools that school teams should consider when utilizing a response to intervention model to support the academic and behavioral needs of ELLs. With a strong focus on alternative assessment, collaboration, and parental involvement, this volume in a definitive touchstone in the quest to provide culturally responsive pedagogy and appropriate adapted classroom instruction for English-language learners of various proficiency levels. |
| bics: basic interpersonal communication skills: Standards of English in Higher Education Neil Murray, 2016 A frank and critical appraisal of English language proficiency as a key issue in higher education today. |
| bics: basic interpersonal communication skills: Learning English Neil Mercer, Joan Swann, Barbara Mayor, 2020-10-28 Learning English focuses on young children's acquisition of spoken and written English in monolingual and bilingual contexts and explores the debates surrounding English in schools and colleges, and the often controversial nature of the English curriculum in different parts of the world. English is learned in most parts of the world, both through use in the home and community, and as a major language of education. Learning English represents just some of this diversity. |
| bics: basic interpersonal communication skills: Treatment Resource Manual for Speech-Language Pathology, Seventh Edition Froma P. Roth, Colleen K. Worthington, 2023-10-06 With major content updates and many more supporting online materials, the seventh edition of the Treatment Resource Manual for Speech-Language Pathology is an accessible and reliable source of basic treatment information and techniques for a wide range of speech and language disorders. This detailed, evidence-based manual includes complete coverage of common disorder characteristics, treatment approaches, reporting techniques, and patient profiles for child and adult clients. Divided into two sections, the first focuses on preparing for effective interventions, and includes the basic principles of speech-language therapies including various reporting systems and techniques. The second part, the bulk of the book, is devoted to treatments for specific communication disorders, including speech sound disorders, pediatric language disorders, autism spectrum disorder, adult aphasia and traumatic brain injury (TBI), motor speech disorders, dysphagia, stuttering, voice disorders, and alaryngeal speech. The last three chapters focus on effective counseling skills, cultural competence and considerations, and contemporary professional issues, including critical thinking, telepractice, simulation technologies, and coding and reimbursement. Treatment Resource Manual for Speech-Language Pathology, Seventh Edition is an ideal resource for academic courses on intervention and clinical methods in graduate speech-language programs and as a more practical supplementary text to the more traditional theoretical books used for undergraduate clinical methods courses. It is also helpful as a study guide for certification and licensing exams, and a handy manual for practicing clinicians in need of a single resource for specific therapy techniques and materials for a wide variety of communication disorders. New to the Seventh Edition * Updates to each disorder-focused chapter on treatment efficacy and evidence-based practice * New focus on a social model of disability (diversity-affirming approach to intervention) * Substantial update on approaches for autism * Expanded discussion of the use of telepractice to conduct intervention * Expanded information on cultural/linguistic diversity and cultural responsiveness/competence within the context of therapeutic intervention * Updated information on incidence/prevalence of aphasia and expanded discussion of treatment efficacy in TBI, spasmodic dysphonia, and goals for treatment of motor speech disorders * Additional Helpful Hints in each disorder chapter * Updates to the Lists of Additional Resources and Recommended Readings * Updated citations and references throughout * Significant expansion of supplementary online materials to facilitate pedagogy and enhance learning Key Features * Chapters focused on treatment of disorders include a concise description of the disorder, case examples, specific suggestions for the selection of therapy targets, and sample therapy activities * Bolded key terms with an end-of-book glossary * A multitude of case examples, reference tables, charts, figures, and reproducible forms * Helpful Hints and Lists of Additional Resources in each chapter * Updated book appendices that include the new ASHA Code of Ethics and Cultural Competency checklists in addition to disorder-specific appendices in many chapters Please note that ancillary content (such as documents, audio, and video, etc.) may not be included as published in the original print version of this book. |
| bics: basic interpersonal communication skills: Teaching Diverse Learners Amy J. Mazur, Patricia Rice Doran, 2010-09-07 This book is a useful text for districts trying to understand their ELL populations and for mainstream teachers trying to help their ELL students. —Faith Chaney, ESOL Teacher Hickory Hills Middle School, Springfield, MO A realistic guide to providing better educational opportunities for all in a diverse world. By addressing special or exceptional needs, cultural diversity, and general education populations across multiple disciplines, the book reaches out in ways not previously attempted. —Robert H. Williams, Jr. Associate Professor of English Radford University Practical guidelines and strategies for meeting the needs of every student in your classroom! Based on current research, legislation, and best practices for the classroom, this user-friendly guide offers a comprehensive overview of everything teachers need to know to differentiate instruction for students who are culturally and linguistically diverse, as well as those who have or might have special education needs. Amy J. Mazur and Patricia Rice Doran present strategies, case studies, guiding questions, extensions, and ready-to-use activities to make critical information accessible to busy PreK–12 teachers. The book helps educators: Understand key concepts, policies, and cultural issues for working with diverse learners Set up an effective, emotionally safe classroom Get to know students and their needs and strengths Adapt curriculum, instruction, and assessment to make learning accessible Collaborate with fellow professionals, families, and communities By putting the vital information in this book into practice, teachers can meet the various needs of today′s diverse classrooms and ensure academic success for all their learners! |
| bics: basic interpersonal communication skills: Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners Jennifer T. Mascolo, Vincent C. Alfonso, Dawn P. Flanagan, 2014-02-24 A Resource for Designing and Implementing Intervention Programs for At-Risk Learners This authoritative resource provides step-by-step procedures for planning, selecting, and tailoring interventions for at-risk learners with a unique focus on how to individualize interventions using actual case examples. In addition, this volume offers guidelines for gathering and interpreting data in a manner that assists in identifying targets for intervention and rich discussion and information relating to specific academic, cognitive, and behavioral manifestations of students with learning difficulties in reading, math, writing, and oral language. Practitioners will also recognize and learn how to intervene with students from underserved and mis-served populations who are at risk for learning failure including English-language learners and students from impoverished environments. Each chapter describes how specific difficulties interfere with classroom tasks and explain how to select, modify, or otherwise tailor an intervention based on that information. As with all volumes in the Essentials of Psychological Assessment series, this volume includes callout boxes highlighting key concepts, extensive illustrative material, and test questions. The companion CD-ROM provides additional worksheets, case studies, and handouts. |
| bics: basic interpersonal communication skills: Encyclopedia of Bilingual Education Josue M. Gonzalez, 2008-06-05 With articles on Spanglish and Spanish loan words in English as well as Southeast Asian refugees and World Englishes, this encyclopedia has a broad scope that will make it useful in academic and large public libraries serving those involved in teaching and learning in multiple languages. Also available as an ebook. — Booklist The simplest definition of bilingual education is the use of two languages in the teaching of curriculum content in K–12 schools. There is an important difference to keep in mind between bilingual education and the study of foreign languages as school subjects: In bilingual education, two languages are used for instruction, and the goal is academic success in and through the two languages. The traditional model of foreign-language study places the emphasis on the acquisition of the languages themselves. The field of bilingual education is dynamic and even controversial. The two volumes of this comprehensive, first-stop reference work collect and synthesize the knowledge base that has been well researched and accepted in the United States and abroad while also taking note of how this topic affects schools, research centers, legislative bodies, advocacy organizations, and families. The Encyclopedia of Bilingual Education is embedded in several disciplines, including applied linguistics, politics, civil rights, historical events, and of course, classroom instruction. This work is a compendium of information on bilingual education and related topics in the United States with select international contributors providing global insight onto the field. Key Features Explores in a comprehensive, non-technical way the intricacies of this subject from multiple perspectives: its history, policy, classroom practice, instructional design, and research bases Shows connections between bilingual education and related subjects, such as linguistics, education equity issues, socio-cultural diversity, and the nature of demographic change in the United States Documents the history of bilingual education in the last half of the 20th century and summarizes its roots in earlier periods Discusses important legislation and litigation documents Key Themes · Family, Community, and Society · History · Instructional Design · Languages and Linguistics · People and Organizations · Policy Evolution · Social Science Perspectives · Teaching and Learning The Encyclopedia of Bilingual Education is a valuable resource for those who wish to understand the polemics associated with this field as well as its technical details. This will be an excellent addition to any academic library. |
| bics: basic interpersonal communication skills: Language and Literacy Development Linda I. Rosa-Lugo, Florin M. Mihai, Joyce W. Nutta, 2020-04-03 Language and Literacy Development: English Learners with Communication Disorders, from Theory to Application, Second Edition brings you the most useful, up-to-date information on best practices for English learners (ELs) with communication disorders from a variety of backgrounds—how to conduct assessment, intervention, and progress monitoring. The first edition of this text gave a comprehensive overview of the theory and practice of serving ELs with communication disorders, and the second edition is expanded to show the nuts and bolts of how to meet ELs’ needs and how professionals can support their success at school. This text emphasizes collaboration between speech-language pathology (SLP) and English for speakers of other languages (ESOL) professionals. More importantly, it shows how to apply the knowledge and implement the mechanics and practicalities of assessment, intervention, and progress monitoring. New to the Second Edition: * Updated EL and EL with communication disorders demographics and legislation. * An innovative assessment/intervention/monitoring (AIM) framework geared toward language proficiency development and academic content expansion of ELs with communication disorders. * Research-based and proficiency-level appropriate pedagogical interventions and recommendations for implementing effective assessments that support English learners with communication disorders in their language and content growth. * Updated information on commonly used assessments used by speech-language pathologists to identify/determine disability. Disclaimer: Please note that ancillary content (such as documents, audio, and video, etc.) may not be included as published in the original print version of this book. |
| bics: basic interpersonal communication skills: English as an Additional Language Liz Haslam, 2006 This guide is packed full of straightforward ideas to help teachers get a grip on good classroom practice and will help teachers understand language development and its impact upon pupils attainment. |
| bics: basic interpersonal communication skills: Responsive Practice for Dual Language Learners in Early Childhood Education Jennifer J. Chen, 2024-10-22 Support Diverse Dual Language Learners through Reflective Practice. Responsive Practices for Dual Language Learners in Early Childhood Education provides educators theoretical background and practical advice as they welcome an increasing number of dual language learners into their programs, to support these children to learn and flourish. Author Jennifer Chen shares case studies from her fieldwork with diverse early childhood classrooms, demonstrating her Four Cornerstone model of responsive practice while offering reflective questions to help educators implement it in their own contexts for children from birth to age eight who speak any language. Learn to apply the Four Cornerstone model’s tenets of developmentally responsive, culturally responsive, linguistically responsive, and contextually appropriate practice in a variety of real-life situations, including while providing scaffolding for children, while building relationships with parents, and while working with children with a variety of needs. |
| bics: basic interpersonal communication skills: Subject Literacy in Culturally Diverse Secondary Schools Esther Daborn, Sally Zacharias, Hazel Crichton, 2020-01-09 This book supports teachers of all subject specialisms to consolidate their existing knowledge of language and shows them how to develop skills to use language to build subject knowledge at secondary level. Tasks guide the reader to think about the language we use for different purposes, and how we use it to describe, explain and learn about our world. This paves an accessible way for subject-related language to become more visible and enables readers to use accessible terminology to confidently talk about it, as well as modelling it and guiding the development of its use with all learners, including those with English as an Additional Language (EAL). Starting from basic educational principles, the book asks readers to consider the processes of learning and why every good teacher needs knowledge about language to support this, addressing a range of questions including: Who are the EAL learners? What are the processes of language development? How is language used to present and discuss knowledge in my subject? Why does every good teacher need knowledge about language to support subject literacy? The authors provide examples, discovery tasks, reflections and templates for activities, to help the reader identify the tools they need to set up a framework for scaffolding pupils' language development. With a progression plan, directed tasks, and formative feedback, this framework provides a template for classroom practice and further professional development. |
| bics: basic interpersonal communication skills: Multilingualism in Southern Africa Wellman Kondowe, Chimwemwe M.M. Kamanga, Precious Madula, 2024-07-31 This collection showcases perspectives from established and emerging scholars on the contemporary landscape of multilingualism in Southern Africa. The book explores the broader impact of colonialism and neocolonialism on language policies and practices, drawing on case studies from such countries as Malawi, South Africa, Tanzania, Zimbabwe and Zambia. The volume is organised thematically around four different sections, looking at issues around linguistic diversity across different sectors including contemporary debates on African languages, language education, youth languages and language documentation. Taken together, the collection seeks to offer readers with a more nuanced understanding of fundamental issues in the development of multilingualism across different countries in Southern Africa today and encourage future research on multilingualism in Africa more broadly. The volume will be of interest to students and scholars in multilingualism, sociolinguistics, language policies, language education and African studies. |
| bics: basic interpersonal communication skills: Minority and Cross-Cultural Aspects of Neuropsychological Assessment F. Richard Ferraro, 2015-07-16 Minority and cross-cultural psychology is more relevant now than ever in our diverse world. Given the dramatic local and global changes occurring daily with regard to demographics, population changes, and immigration issues, minority and cross-cultural psychology is fast becoming a respected and critical area of scientific study. Pair that with the fact that people of all cultures and racial groups are living longer and experiencing age-related diseases and disorders, one can easily see the need for additional work on issues related to neuropsychological assessment. This new edition brings to the forefront recent developments by seasoned experts in the field. They offer up their newest projects in minority and cross-cultural aspects of neuropsychological assessment and are joined by new, up-and-coming professionals across a wide array of disciplines including psychology, medicine, and neuropsychology. Like the first edition, this updated collection sheds light on the ever-growing need for adequate neuropsychological assessment to a wider subset of individuals, crossing many cultural and minority barriers in the process. Continuously pushing the boundaries of neuropsychological assessment, this collection is essential reading for cognitive and clinical psychologists, and neuropsychologists, and a model text for advanced courses dealing with minority and cross-cultural issues. |
| bics: basic interpersonal communication skills: Language of Identity, Language of Access Michelle Benegas, Natalia Benjamin, 2024-08-08 Grow students’ linguistic capital AND value their home language In Language of Identity, Language of Access, authors Michelle Benegas and Natalia Benjamin highlight the urgent need for a revolution in language education that validates home languages and dialects while equipping students with the linguistic tools for social mobility. Their original LILA framework rejects the socially constructed hierarchy of languages and provides students with a broader linguistic repertoire. This accessible and teacher-friendly guide presents an overview of this liberatory approach to language and literacy, an exploration of linguistically sustaining and expanding instruction, and practical guidance on designing lessons that attend to the language of identity and the language of access. Additional recurring features include: Voces provide real-life teacher experiences from the classroom Reflecciónes encourage educators to consider how principles and ideas relate to current practice and promote translanguaging Practical applications of theories (PATs) provide conceptual frameworks and lesson plans on various topics and activities. End of Chapter Conversaciónes encourage dialogue and enable educators to implement concepts in their classrooms. Offering a fresh perspective on academic language as a means to access power and social capital, Language of Identity, Language of Access is a guide for ALL educators committed to linguistically sustaining pedagogies and empowering students with linguistic capital for social mobility. |
| bics: basic interpersonal communication skills: Teaching Science to English Language Learners Joyce Nutta, Nazan U. Bautista, Malcolm B. Butler, 2010-09-13 Teaching Science to English Language Learners offers science teachers and teacher educators a straightforward approach for engaging ELLs learning science. |
| bics: basic interpersonal communication skills: Supporting Inclusive Practice and Ensuring Opportunity is Equal for All Gianna Knowles, 2017-07-06 This third edition of Supporting Inclusive Practice builds on the successful format of the previous two editions, both in content and structure. It explores many aspects of inclusive practice relevant to those who work with children in schools and other educational settings, aiming to provide the most up-to-date theoretical knowledge and understanding in the field, and illustrating the theory with examples of good practice in the areas explored. Many of the topics that have appeared in the previous editions, including supporting children for whom English is a second language, children on the autistic spectrum and children with neurodiversity conditions, also appear in this edition. The revised content of this third edition also covers recent and relevant changes in national policy and legislation, particularly, for example, around changes in equality and disability, same-sex parenting and transgender children and parenting policy and legislation. It explores the impact on aspects of inclusive practice legislation such as the Equality Act 2010, Marriage (Same Sex Couples) Act 2013 and the Children and Families Act 2014. It also explores in detail the revised 2014 SEN Code of Practice and the introduction of the pupil premium in 2011, which provides support for the education of children from low income families or who may be children who are fostered or in care. Throughout, the book is informed by the solution-focused social model of special educational needs and disability, and reflects current national policy that sees inclusive practice as fundamental to ensure equality of educational opportunity is achieved for all children. |
| bics: basic interpersonal communication skills: IEPs for ELs John J. Hoover, James R. Patton, 2017-03-22 Develop and monitor high-quality IEPs for diverse learners High-quality IEPs are fundamental for guiding the educational process of and developing goals for students who require special education services. English learners (ELs) and other students with learning, emotional, or behavioral disabilities present unique challenges to educators responsible for referring, assessing, and placing them. IEPs for ELs provides educators with numerous research-based strategies and examples of how to write effective IEPs for these K-12 learners. John J. Hoover and James Patton, leading professionals in the areas of special education and linguistic diversity, share their research and how they have supported ELs who have, or are suspected of having, learning and intellectual disabilities. Readers will find: Practical guidance for developing and monitoring culturally and linguistically responsive IEPs Checklists, guides, and other reproducibles that support IEP development Case studies and vignettes highlighting examples of appropriate IEPs for diverse learners Filled with expert practical advice that covers the IEP process and walks the reader through the procedure for creating high-quality IEPs that take individual differences into account, this guide is essential for special educators and bilingual/EL specialists. A major strength for this book is its unique tie to English learners, while providing a dual focus on IEP writing. This is a great tool to use when training new special education teachers and IEP facilitators. There are direct connections to writing legally defensible plans with a user-friendly focus on IEP writing. I see this book as a tool to support teachers and students in ensuring that language and cultural considerations are included when developing and updating individual plans. —Renee Bernhardt, Supervisor, Special Education Cherokee County School District, GA |
| bics: basic interpersonal communication skills: Developing Reading and Writing in Second-language Learners Diane August, Timothy Shanahan, 2008 Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment. |
| bics: basic interpersonal communication skills: Treatment Resource Manual for Speech-Language Pathology, Sixth Edition Froma P. Roth, Colleen K. Worthington, 2019-10-22 The thoroughly revised Sixth Edition of the best-selling Treatment Resource Manual for Speech-Language Pathology remains an ideal textbook for clinical methods courses in speech-language pathology, as well as for students entering their clinical practicum or preparing for certification and licensure. It is also a beloved go-to resource for practicing clinicians who need a thorough guide to effective intervention approaches/strategies. This detailed, evidence-based book includes complete coverage of common disorder characteristics, treatment approaches, information on reporting techniques, and patient profiles across a wide range of child and adult client populations. The text is divided into two sections. The first part is focused on preparing for effective intervention, and the second part, the bulk of the book, is devoted to therapy strategies for specific disorders. Each of these chapters features a brief description of the disorder, case examples, specific suggestions for the selection of therapy targets, and sample therapy activities. Each chapter concludes with a set of helpful hints on intervention and a selected list of available therapy materials and resources. New to the Sixth Edition: * A new chapter on Contemporary Issues including critical thinking, telepractice, simulation technologies, and coding and reimbursement * New tables on skill development in gesture, feeding, and vision * New information on therapist effects/therapeutic alliance * Coverage of emerging techniques for voice disorders and transgender clients * Expanded information on: *Childhood Apraxia of Speech *Cochlear Implants *Cultural and Linguistic Diversity *Interprofessional Practice *Shared Book-Reading *Traumatic Brain Injury *Treatment Dosage/Intensity *Vocabulary Development Key Features: * Bolded key terms with an end-of-book glossary * A multitude of case examples, reference tables, charts, figures, and reproducible forms * Lists of Additional Resources in each chapter Disclaimer: Please note that ancillary content (such as documents, audio, and video, etc.) may not be included as published in the original print version of this book. |
| bics: basic interpersonal communication skills: Foundations of Bilingual Education and Bilingualism Colin Baker, 2011 Written as an introductory text from a crossdisciplinary perspective, this book covers individual and societal concepts in minority and majority languages. |
| bics: basic interpersonal communication skills: Aspects of Language Development in an Intensive English Program Alan Juffs, 2020-03-02 While there is much in the literature on ESL development, this book is the first of its kind to track the development of specific language abilities in an Intensive English Program (IEP) longitudinally and highlights the implications of this particular study’s findings for future IEP implementation and practice and ESL and SLA research. The volume draws on many years’ worth of data from learners at an IEP at the University of Pittsburgh to explore selected aspects of language development, including lexical, grammatical, speaking, and writing abilities, in addition to placement assessment practices and student learning outcomes. A concluding chapter points to the ways in which these findings can be applied to decision making around IEP curriculum development and the future role of IEPs in higher education more broadly. With its focus on students in IEP settings and the concentration on data from students evaluated over multiple semesters, this volume offers a unique opportunity in which to examine longitudinal developmental patterns of different L1 groups on a variety of measures from the same learners and will be key reading for students and researchers in second language acquisition, English for Academic Purposes, language education, and applied linguistics. |
| bics: basic interpersonal communication skills: Culturally and Linguistically Diverse Exceptional Students Elizabeth A. Grassi, Heidi Bulmahn Barker, 2010 Designed for primary and secondary teachers, this text connects theory to practice while presenting foundational teaching and assessment practices for culturally and linguistically diverse exceptional (CDLE) students. It examines current and alternative practices, explores the multicultural movement, and brings together foundational information from special education and ELL/bilingual fields to target the specific needs of CDLE students. Practical in nature, the book and its resources include hands-on suggestions for immediate classroom implementation, case studies, examples of authentic student language, and video clips of teachers in action. The book is organized into four main sections: - Understanding student and family backgrounds - Strategies for assessment and planning for instruction - Strategies for content and language acquisition - Strategies for literacy instruction |
| bics: basic interpersonal communication skills: The Bilingual Brain Arturo E. Hernandez, 2013-08-22 Cases of language loss and recovery bring up an intriguing paradox. If two languages are stored in the brain, how can it be that a person can lose one of them, but not the other, and then gain one back without relearning it? The traditional models of how a language is represented in the brain suggest that languages can become inaccessible, even though they are not entirely lost. As the author demonstrates through fascinating cases, stress--whether due to foreign language immersion, sleep deprivation, or brain damage--can lead to the apparent loss of one language, but not the other. Arturo Hernandez presents the results of 25 years of research into the factors that might help us to understand how two (or more) languages are stored in one brain. It is clear that the brain is not egalitarian--some languages are privileged and others are not, but why? Hernandez will extend recent work that has begun to take a biological or natural systems approach. He proposes that, in bilinguals, two languages live inside a brain almost like two species live in an ecosystem. For the most part they peacefully co-exist and often share resources. But they also compete for resources, particularly when under stress. Although there are still many questions to answer and many puzzles to solve, Hernandez argues that the nonlinear dynamical models, which have been used to uncover the underlying mechanisms seen in natural systems and more recently in language and cognition, can be used to shed considerable light on the neural bases of bilingualism. |
| bics: basic interpersonal communication skills: Culturally Responsive Practices in Speech, Language, and Hearing Sciences, Second Edition Yvette D. Hyter, Marlene B. Salas-Provance, 2021-11-22 Culturally Responsive Practices in Speech, Language, and Hearing Sciences, Second Edition provides an innovative perspective on cultural responsiveness in the field of communication sciences and disorders. It is imperative for clinicians and scientists to be aware of diverse aspects of globalization: how these aspects may affect their own knowledge, strengths, biases, and interventions, as well as the relationships between the communities, families, and individuals with whom they partner in care. This essential textbook will facilitate the creation of knowledge and the development of attitudes and skills that lead to culturally responsive practices. The text presents conceptual frameworks to guide readers toward cultural responsiveness by becoming critically engaged users of culturally responsive and globally engaged practices. The text is focused on speech, language, and hearing, but also draws from theoretical frameworks in other disciplines for an interprofessional, transdisciplinary, and macro practice perspective, and is appropriate for other allied health professions. New to the Second Edition: * Reorganized chapters and text for a greater flow of information. * Updated throughout to reflect the current state of research. * A thoroughly revised chapter on Culturally Responsive Practices using a Human Rights Approach through a Social Justice Lens (Chapter 4) * Material on Culture and Hearing (Chapter 6) has been updated and expanded * Key terms are now bolded throughout the text. * Content has been edited to be more concise for increased readability and comprehension. * New reflection focus with thought cloud graphic noted to target these areas throughout the book. Key Features: * Case studies facilitating knowledge and skills regarding culturally and linguistically responsive practices * Journal prompts and discussion questions challenging individuals to use critical and dialectical thinking * Real-life activities that can be completed inside or outside the classroom or therapeutic setting * Suggested readings from the current literature in cultural and linguistic responsiveness and global engagement to build knowledge and skills, and to influence student attitudes Disclaimer: Please note that ancillary content (such as study guides, flashcards, and additional readings) may not be included as published in the original print version of this book. |
| bics: basic interpersonal communication skills: 2024-25 CTET Primary Level Class VI to VIII Math and Science Solved Papers YCT Expert Team , 2024-25 CTET Primary Level Class VI to VIII Math and Science Solved Papers 792 1495 E. This book contains 25 sets of the previous year’s papers and also covers Child Development & Pedagogy, Hindi and English Language. |
| bics: basic interpersonal communication skills: Teaching Mathematics to English Language Learners Gladis Kersaint, Denisse R. Thompson, Mariana Petkova, 2014-06-05 Today's mathematics classrooms increasingly include students for whom English is a second language. Teaching Mathematics to English Language Learners provides readers a comprehensive understanding of both the challenges that face English language learners (ELLs) and ways in which educators might address them in the secondary mathematics classroom. Framed by a research perspective, Teaching Mathematics to English Language Learners presents practical instructional strategies for engaging learners that can be incorporated as a regular part of instruction. The authors offer context-specific strategies for everything from facilitating classroom discussions with all students, to reading and interpreting math textbooks, to tackling word problems. A fully annotated list of math web and print resources completes the volume, making this a valuable reference to help mathematics teachers meet the challenges of including all learners in effective instruction. Features and updates to this new edition include: An updated and streamlined Part 1 provides an essential overview of ELL theory in a mathematics specific context. Additional practical examples of mathematics problems and exercises make turning theory into practice easy when teaching ELLs New pedagogical elements in Part 3 include tips on harnessing new technologies, discussion questions and reflection points. New coverage of the Common Core State Standards, as well as updates to the web and print resources in Part 4. |
| bics: basic interpersonal communication skills: Making Math Accessible to English Language Learners (Grades 9-12) r4Educated Solutions, 2011-12-30 Making Math Accessible for English Language Learners provides practical classroom tips and suggestions to strengthen the quality of classroom instruction for teachers of mathematics. The tips and suggestions are based on research in practices and strategies that address the affective, linguistic, and cognitive needs of English language learners. Although this resource centers on teaching English language learners, many of the tips and suggestions benefit all students. Making Math Accessible for English Language Learners follows five case studies of composite student profiles throughout the book with opportunities for reflection to increase personal awareness of both the teacher’s role and students’ needs in the mathematics classroom, tasks to provide interaction with the content of the book, and hot tips for ideas applicable to real-world classroom situations. |
| bics: basic interpersonal communication skills: Evidence-Based Practices in Deaf Education Harry Knoors, Marc Marschark, 2018-08-28 This volume presents the latest research from internationally recognized researchers and practitioners on language, literacy and numeracy, cognition, and social and emotional development of deaf learners. In their contributions, authors sketch the backgrounds and contexts of their research, take interdisciplinary perspectives in merging their own research results with outcomes of relevant research of others, and examine the consequences and future directions for teachers and teaching. Focusing on the topic of transforming state-of-the-art research into teaching practices in deaf education, the volume addresses how we can improve outcomes of deaf education through professional development of teachers, the construction and implementation of evidence-based teaching practices, and consideration of the whole child, thus emphasizing the importance of integrative, interdisciplinary approaches. |
| bics: basic interpersonal communication skills: Making Math Accessible to English Language Learners (Grades 3-5) r4Educated Solutions, 2011-12-30 Making Math Accessible for English Language Learners provides practical classroom tips and suggestions to strengthen the quality of classroom instruction for teachers of mathematics. The tips and suggestions are based on research in practices and strategies that address the affective, linguistic, and cognitive needs of English language learners. |
EVALUATING ENGLISH LEARNERS FOR SPECIAL …
Basic Interpersonal Communication Skills (BICS) ≠ CALP Traditionally, it is thought that CALP takes 5-7 years to develop. However, newest research has stated that 7-10 years more accurate.
What is Academic Language Proficiency? - ResearchGate
STETS Language & Communication Review, Vol. 6, No. 1, 2007 ... and is contrasted with Basic Interpersonal Communication Skills (BICS), or conver- ... provide evidence against the …
How to Modify Assignments and Assessments for English …
What are BICS and CALP? Basic Interpersonal Communication Skills (BICS) are language skills needed in social situations. They support the day-to-day language needed to interact socially …
Adapting Instruction for English Language Learners
BICS = Basic Interpersonal Communication Skills ... Language Skills & Functions • How students use language in the lesson (record observations, describe, compare, predict, calculate) …
‘Quadrants’ Model: What Can Students Do in Each Quadrant?
O do basic math (using numbers, symbols, N T E X T R E D U C E D help of technology Quadrant A - BICS*, beginner language levels, language to fulfill basic needs. Learners can: o answer …
Competenza linguistica BICS/CALP
Competenza linguistica – BICS/CALP (J. Cummins, 2000) BICS (Basic Interpersonal Communication Skills): le abilità comunicative interpersonali di base. CALP (Cognitive …
Core academic language skills as a predictor of academic …
basic interpersonal communication skills (BICS). The construct has only recently been operationalised (Uccelli, Phillips Galloway, Barr, Meneses & Dobbs, 2015) as the individual …
Volusia County Schools -ESOL Department 2019-2022 …
Volusia County Schools -ESOL Department 2019-2022 Glossary of Terms in the English Language Learners Plan BICS – Basic Interpersonal Communication Skills – Habilidades …
IL LABORATORIO DI ITALIANO L2 A SCUOLA
BICS Basic Interpersonal Communication Skills (Italbase): abilità comunicative interpersonali di base legate alla lingua quotidiana (funzionali, per esempio, alla realizzazione di bisogni …
Overcoming Language Barriers in Content-Area Instruction
between basic interpersonal communicatio n skills and cognitive academic language proficiency helps to explain this discrepancy. Basic Interpersonal Communication Skills (BICS) refers to …
BICS and CALP: Empirical and Theoretical Status of the
The distinction between basic interpersonal communicative skills (BICS) and cog-nitive academic language proficiency (CALP) was introduced by Cummins (1979, 1981a) in order to draw …
Sheltered Instruction Observation Protocol (SIOP) Strategy …
BICS (Basic Interpersonal Communication Skills): Language necessary to participate in everyday conversations and in which context provides clues to meaning. BICS may be acquired in less …
SPECIAL EDUCATION GUIDANCE - Wisconsin Department …
There are different timelines for learning social and academic language. Basic Interpersonal Communication Skills (BICS) are those skills required for social communication and are …
The link between English Language Proficiency and
Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP). ... Basic Interpersonal Communication Skills is the proficiency a learner acquires first …
IEPs for English Learner with Disabilities - Butte County SELPA
Hue continues to acquire and make progress in his English skills as demonstrated by his assessments on English language acquisition. He has made more progress in his Listening …
Bics Basic Interpersonal Communication Skills Full PDF
Bics Basic Interpersonal Communication Skills: Telecommunications and Information Products and Services in International Trade ,1981 Basic Interpersonal Communication Trudi …
ASSESSMENT OF DIVERSE CHILDREN: SECOND …
Basic Interpersonal Communication Skills (BICS) ability to communicate basic needs and wants, and ability to carry on basic interpersonal conversations takes 1 - 3 years to develop and is …
Strategies for ESL Teachers - Denton ISD
BICS-Basic Interpersonal Communication Skills: The skills involved in everyday communication - listening, speaking, carrying on basic conversation, understanding speakers. and getting one's …
IMPROVING COGNITIVE/ACADEMIC LANGUAGE …
English (Basic Interpersonal Communicative Skills or BICS) and language that is used in ... Conversational/Academic Language Distinction,” (2003b) and "BICS and CALP.” (2003a). …
Research on Effect of Investment in Basic Interpersonal …
BICS defined by Cummins, refers to basic interpersonal communication skills, which separates from the academic language proficiency. The conversational language skills
ENGLISH LEARNER PLAN OF SERVICES HANDBOOK
BICS Basic Interpersonal Communication Skills Sometimes referred to as "playground" language, BICS are the social words that a child learns first, usually becoming proficient in 2-5 years. …
Language Assessment & Intervention for Students who use …
Basic Interpersonal Communication Skills CALP Cognitive Academic Language Proficiency up to 2 years 5-7 years. L1 L2 CALP Second Language Learning Common Underlying Proficiency …
Language at the Grade Three and Four interface: The theory …
and practice; which aggravates an already complex transition. It draws on Cummins’ Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency …
United States Department of Education - qualitycharters.org
BICS: Basic interpersonal communication skills. The language ability required for verbal face-to-face communication. CALP: Cognitive academic language proficiency. The language ability …
Putting Language Proficiency in Its Place: Responding to …
conversational and academic aspects of language proficiency (originally labeled basic interpersonal communicative skills [BICS] and cognitive academic language proficiency …
TEACHING LISTENING COMPREHENSION: SOME …
BICS and CALP Communication in the real world falls into two distinct categories and therefore requires different skills on the part of the learners. Cummins (1980 ) stated that the first is …
Glossary of Terms - New York State Education Department
Basic Interpersonal Communication Skills (BICS) refer to linguistic skills needed in everyday social interactions. Bilingual Content Content area instruction delivered in the home/target …
Texas Adult Education and Literacy Content Standards v. 4
BICS. Basic Interpersonal Communication Skills (basic communication skills for social situations) CALP. Cognitive Academic Language Proficiency (listening, speaking, reading, and writing for …
English Language Learners: Differentiating Language …
acquire Basic Interpersonal Communication Skills (BICS). BICS involves the context–embedded, everyday language English Language Learners: Differentiating Language Learning versus …
COMMON ELL TERMS AND DEFINITIONS - air.org
Basic interpersonal communication skills (BICS) BICS are often referred to as “playground English” and are typically learned in 3 to 5 years. These language skills include basic, …
and Language LANGUAGE ACROSS THE CURRICULUM …
A distinction has often been made between two sets of language skills – Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP). The …
The Natural Approach: Stages of Second Language …
to develop what SLA theorist Jim Cummins (1979) terms Basic Interpersonal Communication Skills (BICS), which is language used for social communication. At this level, the teacher …
Acronyms in TESOL - TESOL International Association
BICS Basic Interpersonal Communication Skills Cummins’ (1979) description of social language CALP Cognitive Academic Language Proficiency Cummins’ (1979) description of academic …
BICS－CALP区分についての覚書 - 国立情報学研究所 ...
とした。これが、BICS（Basic Interpersonal Communicative Skills（一般的には「伝達言語 能力」と訳される））とCALP（Cognitive Academic Language Proficiency（一般的には「認知 …
CALP. BICS (Basic Interpersonal Communication Skills)
BICS (Basic Interpersonal Communication Skills) - face-to-face conversational fluency such as pronunciation, vocabulary, and grammar. CALP (Cognitive/Academic Language Proficiency) - …
Deaf Education: Bicultural Bilingual Education and Total …
BICS (Basic Interpersonal Communication Skills), which takes around two years. BICS is the ability to socialize and communicate with others who speak your second language on a basic …
Adapting Instruction for English Language Learners - Kent …
BICS = Basic Interpersonal Communication Skills ... Language Skills & Functions • How students use language in the lesson (record observations, describe, compare, predict, calculate) …
EAL MATTERS 1 - NALDIC
BICS/ CALP Jim Cummins (2008) defines stages of BICS (basic interpersonal communication skills) and CALP (cognitive academic language proficiency) in terms of gaining proficiency in a …
Supporting EAL/D Students in the Mainstream Classroom
Two types of language proficiency - BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency) –may be more proficient in one or the other. …
Using Blended Learning for EAL Interventions With …
(Basic Interpersonal Communication Skills) intervention and Blended Learning. More specifically, whether using online sessions to deliver pullout BICS interventions after school
Glossary - Alberta.ca
Basic Interpersonal Communication Skills (BICS) Conversational fluency in English or the ability to interact in social settings. Cognitive Academic Language Proficiency (CALP) Academic …
Slla 6990 Study Guide (Download Only)
Monitor Model, Input Hypothesis, Output Hypothesis, CALL (Computer-Assisted Language Learning), BICS (Basic Interpersonal Communication Skills), CALP (Cognitive Academic …
ESL TExES Preparation for the Exam 154 English as a …
BICS Basic Interpersonal Communication Skills Social phone call Note left on the refrigerator Context-embedded language Context-reduced language Math lesson (with manipulatives) …
5. LANGUAGE ACQUISITION - Hwb
Language acquisition can be distinguished into two areas: BICS (Basic Interpersonal Skills) and CALP (Cognitive Academic Language Proficiency). BICS is not specialised language and is …
Unique Learner Challenges of Deaf/Hard of Hearing And …
BICS (Tier 1) CALP (Tier 2 and 3) (Basic Interpersonal (Cognitive Academic Language Communication Skills) Proficiency) takes 1 or 2 years to acquire takes 5 to 10 years to acquire …
The Different Languages of CLIL: Language use in the CLIL …
BICS and CALP 15 Basic Interpersonal Communication Skills (BICS) Everyday language for social situations and for communicating in classroom settings. –greetings –small talk …
Using Blended Learning for EAL Interventions With …
components of education manifests. This paper looks specifically at the integration of a BICS (Basic Interpersonal Communication Skills) intervention and Blended Learning. More …
1b bics and calps - SharpSchool
Why are ESL students able to converse but cannot do their classwork? SOCIAL LANGUAGE VS. SCHOOL LANGUAGE OR BICS VS. CALPS!!!! BASIC INTERPERSONAL …
Rethinking the conversational/academic - JSTOR
The distinction between basic interpersonal communication skills and cognitive academic language proficiency may no longer be useful in dealing with young English-language …
BASIC INTERPERSONAL COMMUNICATIVE SKILL …
Interpersonal communicative skills are one competency of students to interact with others, moreover, students who experience problem in interpersonal communication will be hampered …
