LANGUAGE LANGUAGE PROFICIENCY & PROFICIENCY &

ACADEMIC ACADEMIC ACHIEVEMENTACHIEVEMENT

Second Language Second Language Acquisition Acquisition

Anticipation GuideAnticipation Guide

Younger students learn Younger students learn second languages more second languages more easily and quickly than easily and quickly than

older students.older students.

FALSEFALSE

English language English language learners need one to learners need one to three years to master three years to master social language in the social language in the

classroom.classroom.

TRUETRUE

Students don’t always Students don’t always acquire social language acquire social language

naturally in informal naturally in informal contexts. They may contexts. They may

need to be taught how need to be taught how to communicate to communicate

appropriately in social appropriately in social situations.situations.

TRUETRUE

English language English language learners who speak learners who speak

fluently in the cafeteria fluently in the cafeteria and playground are and playground are

completely proficient in completely proficient in English.English.FALSEFALSE

English language English language learners will acquire learners will acquire English faster if their English faster if their parents speak English parents speak English

at home.at home.

FALSEFALSE

Literacy and academic Literacy and academic proficiency in the native proficiency in the native language has little to no language has little to no

relationship with relationship with academic proficiency in academic proficiency in

English.English.FALSEFALSE

The culture of students The culture of students doesn’t affect how long doesn’t affect how long it takes them to acquire it takes them to acquire

English. All students English. All students learn language the learn language the

same way.same way.

FALSE FALSE

Students should be Students should be strongly encouraged to strongly encouraged to

speak English right speak English right from the first day of from the first day of

school.school. FALSEFALSE

Factors Affecting Factors Affecting Second Language Second Language

AcquisitionAcquisition MotivationMotivation First language developmentFirst language development Language distance and attitudeLanguage distance and attitude Access to the languageAccess to the language AgeAge Personality and learning stylePersonality and learning style Peers and role modelsPeers and role models Quality of instructionQuality of instruction Cultural BackgroundCultural Background

General Principles of L2 General Principles of L2 DevelopmentDevelopment

Research confirms that language Research confirms that language acquisition is enhanced when:acquisition is enhanced when:

attention is given to background attention is given to background knowledge and experience.knowledge and experience.

the content and language are real the content and language are real and purposeful.and purposeful.

language is made comprehensible.language is made comprehensible.anxiety is low.anxiety is low. interaction is high.interaction is high.

Cummins Iceberg Cummins Iceberg TheoryTheory

BICS

CALP

Basic Interpersonal Basic Interpersonal Communication Skills Communication Skills

(BICS)(BICS) Skills involved in everyday communication; Skills involved in everyday communication;

listening, speaking, carrying on basic listening, speaking, carrying on basic conversation, understanding speakers & conversation, understanding speakers & getting basic needs metgetting basic needs met

PronunciationPronunciation GrammarGrammar VocabularyVocabulary Not related to academic achievementNot related to academic achievement Universal across all native speakersUniversal across all native speakers Attained after 2 or 3 years in the host countryAttained after 2 or 3 years in the host country

Cognitive Academic Cognitive Academic Language Proficiency Language Proficiency

(CALP)(CALP) Skills that are needed to succeed in the Skills that are needed to succeed in the

academic classroom; problem solving, academic classroom; problem solving, inferring, analyzing, synthesizing & predictinginferring, analyzing, synthesizing & predicting

Language of the classroom; decontextualizedLanguage of the classroom; decontextualized Language outside of immediate interpersonal Language outside of immediate interpersonal

contextcontext CALP in 1CALP in 1stst & 2 & 2ndnd language overlaps in spite of language overlaps in spite of

differences in languagedifferences in language Related to literacy skillsRelated to literacy skills Attained between 5 to 7 years in the host Attained between 5 to 7 years in the host

countrycountry

BICS versus CALPBICS versus CALPCognitively Undemanding (BICS)

Cognitively Demanding (CALP)

A B

C D

Context Embedde

d Context Reduced

Cognitively Cognitively Undemanding & Undemanding &

Context EmbeddedContext EmbeddedQuadrant A:Quadrant A: Survival languageSurvival language Can follow directions if model is providedCan follow directions if model is provided Can negotiate understanding by the speaker’s Can negotiate understanding by the speaker’s

actions, facial expressions, gestures, etc.actions, facial expressions, gestures, etc. Total Physical Response (TPR)Total Physical Response (TPR) Choosing the correct answer when asked Choosing the correct answer when asked

questions, such as: Do you want the red one or questions, such as: Do you want the red one or the green one (and the speaker is pointing to the green one (and the speaker is pointing to the items)?the items)?

Cognitively Cognitively Undemanding & Undemanding & Context ReducedContext Reduced

Quadrant B:Quadrant B: Telephone conversations (because they are Telephone conversations (because they are

not communicating face to face).not communicating face to face). Filling out a job application with no model to Filling out a job application with no model to

follow.follow. Reading directions without illustrations.Reading directions without illustrations. Simple written text.Simple written text. Simple homework assignment with nothing Simple homework assignment with nothing

to connect it to the work done in class.to connect it to the work done in class.

Cognitively Demanding Cognitively Demanding & &

Context EmbeddedContext EmbeddedQuadrant C:Quadrant C: Book reports using a template format.Book reports using a template format. Instruction through graphic organizers, Instruction through graphic organizers,

visuals, realia, role play.visuals, realia, role play. Presenting an academic paper.Presenting an academic paper. Dramatic scenes where students Dramatic scenes where students

memorize lines (a play).memorize lines (a play). Doing hands-on experiments through Doing hands-on experiments through

scientific inquiry.scientific inquiry. Math with manipulatives.Math with manipulatives.

Cognitively Demanding Cognitively Demanding & Context Reduced& Context Reduced

Quadrant D:Quadrant D: Standardized testsStandardized tests Texts without visualsTexts without visuals LecturesLectures Listening to the newsListening to the news Math word problemsMath word problems Mainstream content textsMainstream content texts

BICS versus CALPBICS versus CALPCognitively Undemanding (BICS)

Cognitively Demanding (CALP)

A B

C D

Context Embedded

Context Reduced

Language Proficiency…Language Proficiency… is an outgrowth of cumulative is an outgrowth of cumulative

experiences both inside and experiences both inside and outside of school.outside of school.

can reflect complex thinking when can reflect complex thinking when linguistic complexity is reduced linguistic complexity is reduced and support is present.and support is present.

both socially and academically are both socially and academically are required for school success.required for school success.

Academic LanguageAcademic LanguageThink – Pair – ShareThink – Pair – Share

What is Academic Language?What is Academic Language?What is the difference between Social What is the difference between Social

Language and Academic Language?Language and Academic Language?How do ELLs move from Social How do ELLs move from Social

Language to Academic Language?Language to Academic Language?

In a nutshell, In a nutshell, Academic Language Academic Language is “the language of is “the language of

school.”school.”

““Classroom language Classroom language includes a continuum of includes a continuum of

registers, from the informal registers, from the informal conversation among conversation among

students, to the more formal students, to the more formal presentation of ideas to the presentation of ideas to the register required in written register required in written

academic discourse” academic discourse”

(Gibbons, 2003).(Gibbons, 2003).

Spans several linguistic Spans several linguistic levelslevels

Vocabulary UsageVocabulary Usage: :

The specificity of words or phrases for a given The specificity of words or phrases for a given contextcontext

Language ControlLanguage Control: :

The comprehensibility of the communication The comprehensibility of the communication based on the amount and type of errorsbased on the amount and type of errors

Linguistic ComplexityLinguistic Complexity: :

The amount and quality of speech or writing for The amount and quality of speech or writing for a given situationa given situation

Vocabulary UsageVocabulary Usage

Non-specialized Level Non-specialized Level catcat

General Academic LevelGeneral Academic Leveldomestic house catdomestic house cat

Content Specialized Academic Content Specialized Academic LevelLevel

Felis silvestris catusFelis silvestris catus

Language ControlLanguage Control Language patterns and grammatical Language patterns and grammatical

structures specific to content areas.structures specific to content areas.

ExampleExample: The hypotenuse is : The hypotenuse is oppositeopposite the the right angle.right angle.

Complex, textbook sentencesComplex, textbook sentences

Example: Passive VoiceExample: Passive Voice

Linguistic ComplexityLinguistic Complexity

General academic structuresGeneral academic structures

Discipline specific genresDiscipline specific genres

ExampleExample: Lab reports for science; : Lab reports for science; word problems in math.word problems in math.

What Makes Academic What Makes Academic Content Easy or Hard for Content Easy or Hard for

ELL Students?ELL Students?

MathMathEasyEasy Some notation is Some notation is

the samethe same Some is “hands-Some is “hands-

on”on” Some concepts Some concepts

transfertransfer Lower volume of Lower volume of

written materialwritten material Computation uses Computation uses

less “language”less “language”

HardHard Some notation is Some notation is

differentdifferent Some processes Some processes

are differentare different Word problems, Word problems,

vocabularyvocabulary Concepts are Concepts are

often abstractoften abstract

ScienceScienceEasyEasy Demonstrations, Demonstrations,

“hands-on”“hands-on” Visuals, pictures, Visuals, pictures,

diagramsdiagrams

HardHard Cause-effect, if-then Cause-effect, if-then

relationshipsrelationships Hypothesis-testingHypothesis-testing Volume of vocabularyVolume of vocabulary Terms with technical Terms with technical

& non-technical & non-technical meanings (table, meanings (table, kingdom, power, etc.)kingdom, power, etc.)

Social StudiesSocial Studies

EasyEasy Interesting to Interesting to

different culturesdifferent cultures Opportunities to Opportunities to

incorporate ELL incorporate ELL students’ culturestudents’ culture

HardHard Technical & non-Technical & non-

technical terms technical terms (subjects, power, etc.)(subjects, power, etc.)

Volume of readingVolume of reading Cultural assumptions Cultural assumptions

are not always are not always explicitexplicit

Abstract conceptsAbstract concepts

LiteratureLiterature

EasyEasy Interesting to Interesting to

student from student from another cultureanother culture

Opportunities to Opportunities to incorporate ELL incorporate ELL students’ culturestudents’ culture

HardHard Volume of readingVolume of reading

requires analysis & requires analysis & evaluationevaluation

Required background Required background knowledgeknowledge

Variety of language Variety of language used (poetry, used (poetry, Shakespeare, root Shakespeare, root words, etc.)words, etc.)

Do you speak Math?Do you speak Math?

To complete the following…To complete the following…

The square of the quotient of a and bThe square of the quotient of a and b

you must understand that…you must understand that… the first part of the expression (the first part of the expression (the the

square ofsquare of) has to be translated last ) has to be translated last andand

the second part (the second part (quotient of a and bquotient of a and b) ) goes in parentheses to signify the goes in parentheses to signify the squaring of the whole quotient.squaring of the whole quotient.

Do you speak Math?Do you speak Math?The number a is five less than the The number a is five less than the

number bnumber b

Without the proficiency required to Without the proficiency required to understand the linguistic complexity understand the linguistic complexity of this sentence, you may incorrectly of this sentence, you may incorrectly

translate that as:translate that as:

a = 5 – ba = 5 – b

rather than the correct translation:rather than the correct translation:

a = b - 5a = b - 5

Who is best equipped Who is best equipped to address the to address the Mathematics Mathematics

language structures language structures illustrated in the illustrated in the previous slides?previous slides?

Can you identify Can you identify the important the important details in the details in the following…?following…?

   Once upon a time down on an old farm, lived a duck family, and Mother Duck had been sitting on a clutch of new eggs. One nice morning, the eggs hatched and out popped six chirpy ducklings. But one egg was bigger than the rest, and it didn't hatch. Mother Duck couldn't recall laying that seventh egg. How did it get there?

From The Ugly Duckling

Can you identify Can you identify the important the important

details in this…?details in this…?

A train carrying 179 passengers leaves the station traveling due east at a rate of 45 miles per hour.

A second train carrying 220 passengers leaves a different station an hour later traveling due west on the same track, going 60 miles per hour

If the stations are 255 miles apart, how many miles from the halfway point between the stations will the trains collide?

Academic Language Academic Language Proficiency vs. Proficiency vs.

Academic AchievementAcademic AchievementAcademic Language Academic Language

ProficiencyProficiency Language-basedLanguage-based

Reflective of the varying Reflective of the varying stages of second language stages of second language acquisitionacquisition

Representative of social and Representative of social and academic language contextsacademic language contexts

Tied to a state’s English Tied to a state’s English language proficiency language proficiency standards (WIDA)standards (WIDA)

Academic Academic AchievementAchievement

Content-based Content-based

Reflective of conceptual Reflective of conceptual developmentdevelopment

Representative of the Representative of the school’s academic school’s academic curriculumcurriculum

Tied to a state’s academic Tied to a state’s academic content standardscontent standards

Language vs. Language vs. ContentContent

Language proficiencyLanguage proficiency involves the involves the languagelanguage associated with the content associated with the content areas.areas.

Academic achievementAcademic achievement reflects the reflects the knowledge and skills associated with knowledge and skills associated with the the contentcontent..

WIDA ELP standardsWIDA ELP standards focus on focus on academic academic languagelanguage; academic content ; academic content standards focus on academic standards focus on academic contentcontent..

Academic Achievement Academic Achievement Through L2Through L2

To be successful academically, English To be successful academically, English language learners need:language learners need:

Technical and non-technical vocabulary Technical and non-technical vocabulary developmentdevelopment

Language of academic processesLanguage of academic processes Learning strategies and thinking skillsLearning strategies and thinking skills Grade-level content conceptsGrade-level content concepts Prior knowledge and experiences established Prior knowledge and experiences established

and/or tappedand/or tapped Interaction, hands-on, comprehensible Interaction, hands-on, comprehensible

instructional experiencesinstructional experiences Feedback and comprehension checksFeedback and comprehension checks