SECOND LANGUAGE ACQUISITION Dr. Jeffra Flaitz Saint Leo University Stages of.

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


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


A C

DB


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


A C

DB

state opinionanalyzedescribe


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


• 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


• 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


• 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

SECOND LANGUAGE ACQUISITION Dr. Jeffra Flaitz Saint Leo University Stages of.

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