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Theoretical Presentation
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Theoretical Framework
Chapter I L2 acquisition theory
Chapter II Basic Interpersonal Skills ( BICS)
Capter III Cognitive Academic Language Proficiency ( CALP)
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What is Language Development?
Speak and listen to communicate. Language develops through
conversations.Learners need to be exposure to
language in a rich environment
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How does Language Develop?
Language develops through meaningful conversations: talking about books, daily events, places they’ve visited. These activities help increase vocabulary and increases the ability to understand stories and how things function
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Stage 1: Pre-ProductionSilent Period
Students comprehend simple language but cannot produce language yet.
– Minimal comprehension– No verbal production
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Stage 2: Early Production
Students comprehend more complex language and can make one or two word responses.
– Limited comprehension– One/two word responses
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Stage 3: Speech Emergence
Students can speak in phrases and sentences.
– Increased comprehension– Some basic errors in speech– Reading limited to what is
understood orally– Writing limited to brief
responses
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Stage 4: Intermediate Fluency
Students can combine phrases and sentences into longer passages of language, oral and written
– Good comprehension– Use of complex sentences– Some errors in written language
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Summary of Language Acquisition
The child learns by unconsciously generating rules. Errors often indicate that learning is taking place. Students learn language in meaningful, supportive, and
communicative settings. Students understands more than they can say. they will acquire a lot of time to become fluent.
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Learning vs AcquisitionKrashen’s theory
Focus on forms to be mastered
Error correction is a critical feature
Learning is a conscious process
Rules are taught inductively and deductively
Lessons are characterized by teacher developed drills and exercises
Focus on need to communicate
Error is accepted as developmental
Acquisition is an unconscious process of internalizing
Rules are not taught unless requested
Lessons are characterized by student-centered situational activities
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Who defined BICS and CALP?
Jim Cummins differentiated between social language (BICS) and academic language (CALP)
ESL students acquire BICS rather quickly (e.g., 1-2 years) in the U.S.
It takes longer to learn CALP (e.g., about 5-7 years).
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What are BICS?
Basic Interpersonal Communication Skills (BICS) are language skills needed in social situations.
ELLs use BICS during social interactions in a meaningful social context (e.g., party, talking to a friend, face to face conversation).
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What is CALP?
Cognitive Academic Language Proficiency refers to formal academic learning.
This level of language learning is essential for students success in school.
ELLs need time and support to become proficient in academic areas.
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BICS vs. CALP
Basic Interpersonal Communication Skills
Conversational fluency: social language Includes “Silent Period” Lasts 1 – 3 years Early production: 1000 words (0-1 year) Speech Emergence: 3000 words (1-2 years)
(first 2 years)
Cognitive Academic Language Proficiency
Academic proficiency: “school” language Intermediate fluency: 6000 words (1-5 years) Advanced and continuing language development: 7000 words+ (5-7 and even 10 years)
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What processes are affected by BICS and CALP?
Cognitive process
Cultural Process
Language Process
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Focusing on Cognitive and Language Processes
Cognitive Process Knowledge Comprehension Application Analysis Synthesis Evaluation
Language Process Vocabulary Pronunciation Grammar Semantic meaning Functional meaning
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BICS & CALP
Social Language– Simpler language– Usually face to face– Precise understanding is
seldom required– Familiar topics– Clues from body language,
social context– Opportunities to clarify
Academic Language– Technical vocabulary,
complex grammar– Often lecture, or reading– Precise understanding is
required– New/difficult topics, abstract
knowledge– Fewer clues (clues are
language clues)– More difficult to clarify
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3 Principles for Engaging ELLsInteraction
Critical Thinking
Comprehensibility
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Principle #1: Social Interaction
Take time to summarize learning frequently during instruction.
Give students an opportunity to talk about content with a partner, during instruction.
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Principle #2: Comprehensibility
Use diagrams and picture cues to reinforce the concepts and processes of a content area.
Provide hands-on learning opportunities.
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Principle #3: Critical Thinking
Explicitly model the thinking processes of a content area during instruction.
Ask frequent questions to check for understanding during instruction.
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Inquiry
My concern is that my students need to improve communicative oral skills in English. How can I implement some strategies to help them to communicate in the second language at school?