Cognitive Academic Language Proficiency

classes. Many of the students are Spanish speakers and learned English as their second language. Because of this I have made a strong effort to allow students to receive directions and instruction through multiple learning avenues. Every assignment in this learning segment will be presented verbally by either me or through a student who will

Introduction One of the primary responsibilities of an educator is to provide the foundation for intellectual and cognitive thinking and to prepare students for lifelong learning. Garcia (2009) states that “bilingual education has the potential of being a transformative school practice, able to educate all children in ways that stimulate and expand their intellect and imagination, as they gain ways of expression and access different ways of being in the world” (p.12). Implementing a two-way Spanish

Bilingualism on Language and Cognitive Development Depending on whom you ask, the topic of bilingualism is something that many individuals wonder and ask questions about, especially when it comes to language development. One of the main concerns parents and educators alike have about being bilingual is how is what kind effect will it have on a child when learning a second language while growing up. Many are scared because at times they think the child would lose their first language or not be able

What We Know about Language and Literacy Development for ESL Students in the Mainstream Classroom by Susan Watts-Taffe and Diane M. Truscott. In the article Watts-Taffe and Truscott draw on the latest research in language learning and ESL to offer guidance to our readers for teaching second-language learners in integrated settings (Watts-Taffe & Truscoot, n.d.). The article focuses on the following: what we know about literacy development, what we know about language proficiency and literacy development

Domain 1: Effective Practice for Teaching Language Effective teachers of CLD students must understand their linguistic background, culture and English language learning processes when planning instruction. Learning environments that support language acquisition, literacy development and content area achievement provide opportunities for increased academic success in reading, writing, speaking and listening. Planning and preparation for effective instruction involves building on CLD students backgrounds

the states definition of English Language Learner is that the student was not born in the United States or whose native language is a language other than English and comes from an environment where the dominant landguage is not English. Cellante (2013) states that English language learners should be provided with an educational program at the school they are attending, but for this to happen one must first understand the differences in learning the second language. Cummins (2008) was the first to

ability to speak a second language fluently, their struggles in school will have ended (Samway & McKeon, 2007). A students ability to speak fluently, particularly in a social setting does not guarantee that the student will have properly developed the ability to use language in an academic environment (Samway & McKeon, 2007). To further debunk this myth let us begin by recognizing that there is a clear distinction between academic and social language. Academic language is primarily used in the school

of Hearing students, American Sign Language is their first language. It has become more and more apparent through educational programs and research that being proficient in American Sign Language leads to proficiency in reading and writing in English. Being proficient in two languages is called bilingualism. Research has proven that early exposure to bilingualism provides fundamental advantages in cognition, language, and literacy. The cognitive and language benefits that come from being bilingual

BICs—Basic Interpersonal Communication System i. Everyday talk ii. Basic interpersonal communication skills iii. In the stages of language development—early production and speech emergence. iv. Fluency takes 1-3 years v. Context imbedded vi. Survival language b. CALPs—Cognitive Academic Language i. Academic ii. Cognitive academic proficiency iii. In the stages of language development—Intermediate fluency and advanced fluency. iv. Complete fluency takes up to a lifetime v. Fewer non-verbal cues vi.

of the language section of the childhood questionnaire or Wisconsin Card Sorting task, or not being bilingual. Of the 67 participants, 13% were Asian-Canadian, 6% were African-Canadian, 66% were Caucasian, 9% were of mixed ethnicity, and 6% identified as ‘other’. The bilingual participants were split into two groups based on their total proficiency scores, the more proficient bilinguals (N = 30) and the less proficient bilinguals (N = 37). This was determined through the language proficiency section