Reference no: EM133487645

Mr. Johnson is a twelfth grade social studies teacher. A Russian immigrant and his cousin have recently joined Mr. Johnson's Economics class. While introducing basics of the stock market, Mr. Johnson supplied various newspaper and Internet resources including the URL to the Russian Trading System (the Russian stock market) for students to use to compare stock market quotes for the day on specific stocks. Then, students selected one of the stocks and kept a graph depicting the rise and fall of their selected stocks over a five-day period.

While discussing the stock market, Mr. Johnson wrote select vocabulary words and their meanings on a chart. Then, these words were used in context as he explained how the stock market works. Students were encouraged to use the correct vocabulary when asking questions and when labeling the graphs of their collected data. Students shared their data graphs and discussed their stocks' activities in collaborative groups each day. Although the Russian students were not required to discuss their data, they were required to join a group and share their data graph.

1. At what stage of second language acquisition would a learner have CALP in order to demonstrate content-based academic knowledge?

2. Describe at least one strategy a teacher could use to help an ELL increase his/her CALP.

3. Consider Stephen Krashen's Input Hypothesis Model. Describe two ways a teacher can lower the affective filter in the classroom.