theoretical presentation

Theoretical Framework

Chapter I L2 acquisition theory

Chapter II Basic Interpersonal Skills ( BICS)

Capter III Cognitive Academic Language Proficiency ( CALP)

What is Language Development?

Speak and listen to communicate. Language develops through

conversations.Learners need to be exposure to

language in a rich environment

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

Stage 1: Pre-ProductionSilent Period

Students comprehend simple language but cannot produce language yet.

– Minimal comprehension– No verbal production

Stage 2: Early Production

Students comprehend more complex language and can make one or two word responses.

– Limited comprehension– One/two word responses

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

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

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.

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

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).

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).

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.

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)

What processes are affected by BICS and CALP?

Cognitive process

Cultural Process

Language Process

Focusing on Cognitive and Language Processes

Cognitive Process Knowledge Comprehension Application Analysis Synthesis Evaluation

Language Process Vocabulary Pronunciation Grammar Semantic meaning Functional meaning

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

3 Principles for Engaging ELLsInteraction

Critical Thinking

Comprehensibility

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.

Principle #2: Comprehensibility

Use diagrams and picture cues to reinforce the concepts and processes of a content area.

Provide hands-on learning opportunities.

Principle #3: Critical Thinking

Explicitly model the thinking processes of a content area during instruction.

Ask frequent questions to check for understanding during instruction.

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?