chapter  1
5 Pages

5 Not All ELLs are the Same

María is seven years old and is a well-adjusted girl in second grade. She was born in Colombia, but came to the United States when she was four. Spanish is the medium of communication at home. When she entered kindergarten, she knew only a smattering of English. By grade 2 she had developed good basic interpersonal communication skills (BICS). These are the language skills needed to get by in social situations. María sounded proficient in English; she had the day-to-day communication skills to interact socially with other people on the playground, in the lunchroom, and on the school bus. Of course, all these situations are very much context-embedded and not cognitively demanding. In the classroom, however, María had problems with her cognitive academic language proficiency (CALP). This included speaking, reading, and writing about subject-area content material. It was obvious to her teacher that Maria needed extra time and support to become proficient in academic areas but, because she had come to the United States as a four-year-old and had already been three years in the school, she was not eligible for direct ESOL support. Collier and Thomas (1997) have shown that, if young ELLs have no prior schooling or have no support in native language development, it may take seven to ten years for them to catch up to their peers.