The Cummins Model Of A Second Language

Dual-language (DL) programs purpose is to create bilingual, and bicultural students without sacrificing these students’ accomplishments in school. The goals of (DL) programs are to offer quality instruction for language minority students and to provide instruction in a second language for English-speaking students. (Garcia, 2005) DL programs also target for biliteracy (the ability to read and write in two languages).

To learn a second languages is very important because people have better opportunities in life. For children from ages five and under it is the best time to learn as many languages. Angele Sancho Passe, the author of “Dual-Language Learners (Birth to Grade 3)”, talks about techniques for teaching English in a multilingual classroom and how reading in english to dual-language learners helps teach them oral language skills. Patton O. Tabors, the author of “One Child, Two Languages”, talks about writing case studies of children displaying different second language abilities. In the article, “Ways to Introduce Your Kids to Foreign Languages” by Grace Hwang Lynch, believes two-way bilingual immersion is a helpful way to introduce foreign languages

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 time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

When considering Cummins (2000) discussed the difference between social and academic language acquisition for children with EAL. Pupils Basic Interpersonal

The child whom was observed MLU is 6.5 which is within Brown’s 5 stage of development. It would seem the student has the ability to speak with great length but looking closely at the child grammatical morphemes it is clearly the child is not within Brown’s 5 stage of development. According to Brown’s 5 stage, a child should be able to master grammatical morphemes by the age of 50 months. The student that was observed is 51 months of age, But continue to use grammatical morphemes within the range of Brown’s stage 3.

The second portion of the article is all about the stages of second language acquisition of which there are 5. In order from low level of linguistic proficiency to high level of language proficiency the five levels – as stated by the article- are: Silent/Receptive/Pre-productive, Early Production, Speech Emergence, Intermediate Fluency, and Advanced Fluency. The article goes on to

Often, immigrant parents will push for their children to learn the official language of the country they live in. These parents claim that their children will be more successful in life if they acquire that second language, because of the pressure of versatility in society. By quickly enforcing second language, the children find themselves taken over by this incoming force. Constant exposure is the most efficient method of learning, but requires an immense amount of time and effort. Due to frequent subjection of practice, the second dialect will outweigh the original, taking its place as the most proficient language a person uses. Most importantly, the learner must have the eagerness within themselves to truly acquire a second language. Non-native speakers can be uncomfortable with residing in a country whose official language is not their primary. Virginia Gonzalez’s and Ana Celia Zentella’s reports analyze Latinos’ standard of living and the possible outcomes of children of immigrant families in an English governed community. Other works such as Aria by Richard Rodriguez reveals advantages from learning English, such as being able to communicate confidently and feeling included. However, the risk of losing the first language outweighs the advantages. The negative effects are often overlooked and unexpected as shown through the scholarly works of Lily Wong Fillmore, Monique Bournot-Trites and Ulrike Tellowitz. As I will argue in the paper, the common notion that learning a

Writing instruction has become one of the most important issues in educational practices. According to the United States Immigration Policy (2012) based on data from the Census Bureau, there has been a significant rise of Immigration into the United States, since the 1940's from less than 1 million to 10 million in 2010. A large increase in immigrants into the United States has increased the demand for English language instruction significantly (Mei Lin, 2015). With this in mind the educational practices taking place in today's schools become a center of focus, what should be taught in the classroom and what programs can give the best outcome.

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.

Isn’t it amazing that a baby starts to learn language before birth? Newborns are actively developing language skills, yet they cannot talk fluently at the very beginning. Adults are unintentionally communicating with babies in a different way than they talk to other adults. People tend to talk to babies using simple and repetitive words, and exaggerated tones. This term is being called as child-directed speech. We can always see an adult talks to baby in this way. For instance, parents tell the kid “you are great” in a lighter voice, use simple words, increased tone. Moreover, all babies do babbling, even babies with listening problems. Babbling is when a baby says repetitive syllabus, and most likely, no one could understand except the baby herself. Bubbling is a must-have experience for all infants to stimulate language skills, so that they can develop normally.

Riker begins by explaining that hearing children enter Kindergarten being ready for school due to having a strong first language. This occurs due to the parents using a language that is accessible to the children. This strong foundation allows these children to develop basic interpersonal communication skills (BICS) within six months to two years. Once it comes time for the child to enter school, BICS helps them obtain academic skills such as literacy and math. This phenomenon is also termed cognitive academic language proficiency (CALP) which can typically take five to seven years to develop. Riker then explains how Deaf children with hearing parents to not have this same language foundation. These children do not have access to an accessible language that they can utilize therefore, they are not as

Strayed’s use of descriptive imagery allows her to effectively convey her message. Throughout the memoir, Cheryl communicates the life lessons of focusing on the present and being happy about the little things in life. For example:

Language is one of the most important tools people use in the United States of America, where language is the key that opens the door to all opportunities in this country –that can either unite or break our nation apart. The first time Congress proposed to designate English as the official language of the United States was in 1981, where Senator S.I Hayakawa, from California believed that English unified the American people. Hayakawa believed that bilingual education in the public school system was a threat to the nation itself, where language acted as a barrier that divide us a result of the friction between the public and minority language. Many states soon after, began to institute English-only law that restricted the use if other languages

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

In this essay, we will discuss the different stages of language acquisition. There are five main stages that any child passes through to acquire the first language and these stages are: