SECOND LANGUAGE ACQUISITION
Dr. Jeffra Flaitz Saint Leo University
S t a g e s o f
SOCIAL LANGUAGE
BASIC
INTERPERSONAL
COMMUNICATION
SKILLS
ACADEMIC LANGUAGE
COGNITIVE
ACADEMIC
LANGUAGE
PROFICIENCY
If you remember nothing else . . .
These terms were first introduced by Professor Jim Cummins in 1999.
childrenExpressive—Marcy sat on my potato chips!
Receptive– Clean up this mess right this minute!
adultsExpressive—You’re not gonna believe what Marcy did!
Receptive—What should we do about our Marcy problem!
EXAMPLES OF BICS:Notice how colloquial the vocabulary is, how relaxed
the pronunciation is, and how transparent the topic is
Where Used
With Whom
For What Purpose
BICS takes
6 mos to 2 years
to develop
• in social situations at school
(e.g. bus, cafeteria) where the message is reinforced by the context
• native English speakers (teachers & classmates)
• learners of English, esp. those not sharing a common first language
• day-to-day oral communication
• oral interactions that are not cognitively demanding and language is not specialized
EXAMPLES OF CALP:Notice how much more formal the language is in word
choice, grammatical complexity, and pronunciation.
Children need to be taught how to use this
kind of language
Expressive—Presumably, Marcy was unaware that the bag of potato chips had been placed on the chair.
Receptive—According to the author, what may be one of the consequences of Marcy’s crushing the potato chips?
Adults use this kind of
language only in specific circum-stances
Expressive—I’m writing to lodge a complaint against the parents of Miss Marcy Witherspoon.
Receptive—Pursuant to your claim of 8/10/08, we are now in the process of investigating the circumstances…
Where Used
With Whom
For What Purpose
CALP takes 5 to 7 years
to develop
• in academic tasks in which the language itself increasingly carries most of the meaning
• teachers
• audience of classmates
• oral and written tasks which are cognitively and linguistically demanding
(e.g. comparing, evaluating, applying)
CONTEXT EMBEDDED
CONTEXT REDUCED
COGNITIVELY COGNITIVELYUNDEMANDING DEMANDING
A C
DB
underline proper nouns
take lecture notes
NOTICE that underlining proper nouns in a text is cognitively undemanding and allows the learner to use the text as a context for selecting proper nouns.
Cummins urges teachers to bear in mind these two dimensions of every instructional task: (1) cognitive demand (2) contextual support
BLOOM’s TAXONOMY of HIGHER ORDER THINKING
ORIGINAL NEW and IMPROVED
create, design, formulate
judge, argue, support
compare, distinguish, examine
choose, illustrate, solve
describe, explain, identify
define, list, repeat
Which level is the MOST cognitively demanding? Offer additional verbs below that correspond to each of the levels of Bloom’s Taxonomy.
COGNITIVELY UNDEMANDING
LOOKING UP WORDS IN A DICTIONARY
WATCHING AN EDUCATIONAL VIDEO
LABELING ILLUSTRATIONS
DEMONSTRATING A PROCESS
COMPLETING A T-GRAPH
WRITING AN ESSAY
FILLING IN BLANKS WITH A WORD BANK
GIVING AN ORAL REPORT
COGNITIVELY DEMANDING
Re-order the tasks so
that they move from
those which are least
cognitively demanding
to those that are most
cognitively demanding.
CONTEXT EMBEDDED
CONTEXT REDUCED
COGNITIVELY COGNITIVELYUNDEMANDING DEMANDING
A C
DB
multiple-choice match demonstrate retell project state opinion define list present orally experiment underline short answer find error 1-on-1 oral assessment draw describe circle classify summarize analyze
Now, based on the cognitive demand of the
tasks shown at the bottom of the screen, decide if
each belongs in quadrants A/B or C/D.
CONTEXT EMBEDDEDLOOKING UP WORDS IN A DICTIONARY
WATCHING AN EDUCATIONAL VIDEO
LABELING ILLUSTRATIONS
DEMONSTRATING A PROCESS
COMPLETING A T-GRAPH
WRITING AN ESSAY
FILLING IN BLANKS WITH A WORD BANK
GIVING AN ORAL REPORT
CONTEXT REDUCED
Context Embedded Language: Communication occurring in a context that offers help to comprehension (e.g. visual clues, gestures, expressions, specific location). Language where there are plenty of shared under-standings and where meaning is relatively obvious due to help from the physical or social nature of the conversation (Baker, 2000).
Re-arrange the tasks so that they progress from context EMBEDDED to context REDUCED.
CONTEXT EMBEDDED
CONTEXT REDUCED
COGNITIVELY COGNITIVELYUNDEMANDING DEMANDING
A C
DB
multiple-choice match demonstrate retell project state opinion define list present orally experiment underline short answer find error 1-on-1 oral assessment draw describe circle classify summarize analyze
Now, based on the cognitive demand of the
tasks shown at the bottom of the screen AND the
degree of context embeddedness, decide if
each belongs in quadrants A, B, C, or D.
CONTEXT EMBEDDED
CONTEXT REDUCED
COGNITIVELY COGNITIVELYUNDEMANDING DEMANDING
A C
DB
state opinionanalyzedescribe
multiple-choice match demonstrate retell project state opinion define list present orally experiment underline short answer find error 1-on-1 oral assessment draw describe circle classify summarize analyze
projectexperiment
demonstratepresent orally
summarize
multiple choice define
find errorclassify
drawmatchcircle
listretell
Can you explain why each of these tasks might fall into the quadrant in which they are shown?
WHAT CAN LEVEL 1 ELLs DO?
• PRE-PRODUCTION or “SILENT PERIOD”• 0 to 6 monthsduration
• Follow 1-step directions• Point, draw, highlight, underline, gesture• Learn simple vocabulary
competencies
• Act out, circle, point, draw, match • Copy words; Look up in bilingual dictionary• Answer “yes” or “no”
test item types
WHAT CAN LEVEL 2 ELLs DO?
• EARLY PRODUCTION• 6 months – 1 yearduration
• Production of simple words/sentences• Emphasis on listening, absorbing• Following simple directions
competencies
• Show, circle, point, highlight, underline• Complete graphic organizer• Write single words and short sentences
test item types
WHAT CAN LEVEL 3 ELLs DO?
• SPEECH EMERGENCE• 1 to 3 yearsduration
• More frequent speech, longer utterances• Heavy reliance on context, familiar topics• Comprehension of gist with visual support
competencies
• Re-tell• Fill-in-the-blank with 1 or 2 words• List, label
test item types
WHAT CAN LEVEL 4 ELLs DO?
• INTERMEDIATE FLUENCY• 3 to 5 yearsduration
• Use of English as a vehicle for learning• Gaps in academic vocabulary• Demonstration of higher order thinking
competencies
• Summarize, describe, narrate, state opinion, predict outcome
• Role-play
test item types
HOW CHALLENGING IS ACADEMIC ENGLISH to ELLs at VARIOUS PROFICIENCY LEVELS?
• IMPOSSIBLE
LEVEL 1
• EXTREMELY DIFFICULTLEVEL 2
• VERY DIFFICULTLEVEL 3
• DIFFICULT to MANAGEABLE Comparable to mainstream peerLEVEL 4
MODIFICATION of INSTRUCTION
CRITICAL THINKING SKILLS INSTRUCTIONAL SETTING
categorize classify proximity coop. groups
sequence predict centers individualized focus
COMPREHENSIBLE INPUT GRAPHIC ORGANIZERS
highlight paraphrase K-W-L flow chart
teach vocab simplify grammar T-graph word web
STUDENT COMPREHENSION ASSESSMENTS
drawing outlines word bank simplify language
learning logs sentence starters open book demonstration
MODIFICATION of ASSESSMENT TASKS
Provide additional time Allow use of a bilingual dictionary
Limit choices Ignore spelling/grammar errors
Underline or bold key word(s) Include visuals, charts, graphs
Provide examples of instructions Allow (limited) use of textbook
Provide a word bank Allow use of class notes
Simplify language Read test questions aloud
Create matching items Allow oral response
Use yes/no instead of true/ false Eliminate combination answers
Allow preview of essay questions Provide first sentence of an essay
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