Matching Language Level to Instruction

This workshop deepens educators’ understanding of language proficiency levels and their instructional implications. Participants learn the difference between BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency) and how each affects student learning. The session uses case studies to model how strategies vary across stages of language development, enabling teachers to plan lessons aligned with specific student needs. By the end, participants design an action plan to apply these strategies to their own classrooms, ensuring instruction is both accessible and rigorous.

• Misalignment between instructional practices and students’ actual language proficiency levels.
  
  
• Teacher difficulty distinguishing between conversational fluency (BICS) and academic language (CALP).
  
  
• Limited strategies for tailoring lessons to students at different stages of language acquisition.
  
  
• Gaps in applying research-based supports consistently across classrooms.

1. Differentiating Between BICS and CALP
   Participants will develop a clear understanding of conversational vs. academic language skills and how these differences shape instructional needs.
   
   
2. Applying Strategies for Each Proficiency Stage
   Educators will explore practical, stage-appropriate strategies to scaffold learning for students from newcomers to advanced MLs.
   
   
3. Creating Actionable Plans for Instruction
   Teachers will design individualized classroom action plans using case studies, ensuring they can implement strategies aligned with student proficiency levels immediately.