Abstract
This paper explores the theories of educational theorist Jim Cummins, who has proposed a two-pronged model for linguistic assimilation. The paper explains that academic language acquisition is more than simply understanding vocabulary, but includes skills such as comparing, classifying, synthesizing, evaluating, and inferring. The paper asserts that ESL instruction must be individuated, and every student requires a unique balance between BICS and CALS instruction. The paper concludes by giving the example that a Japanese student with a strong academic background may need to learn to relax when speaking English and experiment with colloquialisms (BICS), while a fluent child of Hispanic immigrants may need academic vocabulary support and a stronger basis in grammar on a CALS level.

From the Paper
"Perhaps the most valuable insight of the BICS/CALS model is that it highlights how "problems arise when teachers and administrators think that a child is proficient in a language when they demonstrate good social English" (Hayes 2004, cited by Hernandez). For example, the child of Cambodian immigrants might have great experience in interpreting for their parents, and know how to speak English at a high level to order in a restaurant or to talk to customers at their parent's store, but they may have had little education in conventional academic subjects. In contrast, some ESL students have "strong academic backgrounds before they came to the U.S." and are even above equivalent grade levels in the school's curricula, in math and science" (Echevarria & Short 3). They are comfortable with abstract thinking, even if their English may be weak on a spoken level--perhaps even weaker than students whose grammar and academic education needs far more substantial support."

Tags:bilingual, education, magnet

From the Paper
"Razors and electric shavers in the United States are targeted both at men and women as consumers, but the market for men is considered far greater than that for women. Most of the research and design efforts that have been undertaken in this industry have focused on the men's market, with the recent notable exception of the Sensor for Women razor produced by Gillette (which followed the successful introduction of the Sensor for men). The emphasis on the men's market can be explained by the fact that men's razors traditionally far outsell women's razors, though it is accepted that many women purchase men's razors for their own purposes. This research examines the men's razor market in the United states, including its size, the international market for razors, the competition in the market and trends that may be developing."

Abstract
This paper examines how almost every teacher in America is faced with the challenge of teaching English language learners (ELL) due to the cultural diversity of this country. It discusses how it is important for all teachers to be aware of the many strategies that can be used in the classroom to help their ELL students learn not only the English language but also the rest of the academic subjects being taught to the rest of the students. The paper concludes that teaching every student successfully is vital to the future of America since today's students are tomorrows working adults.

From the Paper
"The strategy of using pre-instructional activities such as graphic organizers, semantic webbing, and mapping can be used effectively to help ELL students understand what they are learning. Before starting a reading assignment it is helpful to graph or map the information that will be discussed using a webbing format. If the reading assignment centers on a moral lesson, the teacher can guide the class through a discussion of what moral character is and what some important moral characteristics are to them. After discussing and mapping the concept of moral character with the entire class the ELL students will be more likely to understand the reading assignment. Using webbing and mapping can also help the teacher "determine where the students stand in relation to the content of the upcoming lesson" (Tips for teaching, n.d.). "

Tags:ell, bics, calp