Imagine being in a classroom full of teenagers who are learning your academic content and, at the same time, building both basic and academic conversation skills. Some of your learners are born English speakers, some have been learning English for several years, and others are newcomers. This creates a group of students who demonstrate a wide range of language proficiencies – both in basic interpersonal communication skills (BICS) and in cognitive academic language proficiency (CALP) (Cummins, 2008).
How, then, do you become a facilitator who helps students strengthen their speaking skills while ensuring they engage deeply with academic content? In this . . .
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