1. Explain the differences between BICS and CALP. G ive two examples of each. 2. Define and discuss the role of comprehensible input and social interaction in second language acquisition. 3. What is the role of a student’s primary language proficiency in second language acquisition? 4. Define Specially Designed Academic Instruction in English (SDAIE). Explain the goals and objectives and instruction features of this framework. (10 points) 5. Briefly describe the difference between informal and formal assessments. What are the advantages/disadvantages of each? 6. Pick one of the activities under the heading “Promoting Oral Language Development in the Classroom” (p.141). Give an example of how this activity could be used to promote academic language and content learning. 7. Briefly explain what SOLOM is and how it should be used. Introduced by Jim Cummins, Basic Interpersonal Communication Skills (BICS) are defined as language skills needed in social conditions. It’s involves daily language individuals need to interact socially with other people. Cognitive Academic Language Proficiency (CALP) is described as the language needed for students to understand academic content and is vital for students’ success in the classroom. Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency contain distinct differences. For example, it takes about 5-7 years to obtain the cognitive academic language necessary to be a successful student. Whereas, BICS
c.Explain how your plans build on each other to support children’s language and literacy development through active and multimodal learning.
Basic Interpersonal Communicative Skills (BICS) refers to a student’s ability to understand basic conversational English, sometimes called social language. Cognitive Academic Language Proficiency (CALP) refers to a student’s ability to effectively understand and use the more advanced and complex language necessary for success in academic endeavors, sometimes referred to as academic language.
Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are learned. The avenue of socialization is crucial in learning a second language. When natural conversations occur with native and non-native speakers, a natural
Judie Haynes’ article, “Stages of Second Language Acquisition”, clearly states five stages that a new learner of English may go through. In Haynes’ theory, there are five stages in total, and they are pre-production, early production, speech emergence, intermediate fluency, and advanced fluency. According to Haynes, new learners of English acquire language by going through the same stages. However, how much time each student spends at a particular stage may be different. Despite the different time length, the stages of people acquiring new language are worth discussing.
Identify two specific learning needs the student has as an English learner, based on the student description and the responses.
a. Explain what your actual or perceived role, responsibilities and boundaries are as a teacher in terms of the teaching cycle. Why are these necessary?
With all of the accountability and "high stake" testing, I believe that it would be nearly impossible for students to master BICS before moving onto CALP. Both BICS and CALP can be taught at the same time but require more support from the ELL teachers. I believe that ELL services are pulled too early for a lot of students. Therefore, they fall behind their peers once again and often drop out of school for a variety of reasons. When I was student teaching in a first grade classroom, we had seven out of 23 students that needed ELL services. A majority of those students were Spanish speaking and the others were from Russia/Ukraine, they all received ELL. However, the Spanish speaking students did better with the classroom work but normally would
Cognitive Academic Language Proficiency (CALP) refers to formal academic language. This includes anything from speaking, listening, reading, and writing about subject area content material. This level of language is essential for children to achieve in the classroom environment and can take five to seven years, for an EAL leaner to become competent in the language.
What specifically do you want English Learners to do in order to improve their command of the English language (such as deconstruction, expansion, function, structure/syntax, vocabulary/morphology, register)? Also, describe how you will monitor and assess their progress on these English language functions.
Formal assessments are then followed up and reviewed allowing progress to be evaluated. When formally assessing performance, this is done through annual appraisals, monthly/quarterly goals, audits etc. The outcomes are quantitative results/data which supports conclusions and are easily read. Informal assessments are more casual and are more difficult to measure as they can be through word of mouth, observations, peer and self evaluation and are not recorded and checked. When informally assessing performance we may look more at frequent reactions to how daily tasks are handled or through informal discussions. The
Informal assessments are usually conducted when time is critical. For instance a school counselor may conduct an informal assessment by interviewing a student and asking questions. According to Hackney, “School counselors should ask open-ended questions that require a response, instead of yes and no answers. In order to obtain more information or to get a better understanding of student response, one will have to rephrase or paraphrase questions. When conducting interviews one needs to be mindful of students cognitive develop. Students will be more willing to share information with others if they feel safe, before students disclose any information, the school counselor should review student rights to privacy and confidentiality in language they can understand.” It is important for school counselors
Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.
Rationale: this activity will help students practice spelling, vocabulary, grammar and text formation which differ quite a lot from speaking.
Children acquire language since they were born. They communicate with their parents. Furthermore, children and parents interact with each other using a language that we often call the first language or mother tongue. At an early age, children are only learning one language that is the mother tongue. By age and speech development, children improve to acquire a second language from the school or the environment around them. In terms of speed of langgauge acquisition, children are factorized by both the child and the child’s learning environment. Therefore, it is important to understand how children acquire second language. This paper is provided