Second Language Acquisition Important points to remember

Some of the main points about second language acquisition include :  Language proficiency is the ability to use language for basic communicative tasks and academic purposes  BICS: 1-1/2 years  CALP: 5-7 years  Language proficiency is the ability to use language for basic communicative tasks and academic purposes  BICS: 1-1/2 years  CALP: 5-7 years

BICSCALP Basic Interpersonal Communication Skills Everyday, straight forward communication skills that are helped by contextual supports (Baker, 2006) Context embedded fluency Basic Interpersonal Communication Skills Everyday, straight forward communication skills that are helped by contextual supports (Baker, 2006) Context embedded fluency Cognitive Academic Language Proficiency The level of language required to understand academically demanding subject matter in a classroom. (Baker, 2006) Context reduced fluency Cognitive Academic Language Proficiency The level of language required to understand academically demanding subject matter in a classroom. (Baker, 2006) Context reduced fluency

Cummins’ View of Language acquisition Conversational Language The ability to speak when there is a lot of context In conversation In games When there are visuals When they know about topic in L1 1-3 years to develop Academic Language The ability to speak when there is very little context Reading textbooks Writing compositions Understanding long presentations with no visuals Understanding new concepts 5-7 years to develop

Cognitively Undemanding (Easy) Context Reduced) (Few clues) Cognitively Demanding (Difficult) Context Embedded (Many Clues) Compares and contrasts Summarizes Recalls and reviews Solution seeking to problems Explains and justifies Role play Cummings Quadrant – Curriculum Relevance (examples Baker, 2006, p. 181) Greeting someone Talking about weather Tells own stories Describes what they have just seen Recites nursery rhymes Listens to a story or poem Describes a story on TV Copies information from screen or text Reflects on feelings Argues a case Sustains and justifies an opinion Evaluates and analyzes critically Interprets evidence Applies principles to a new situation

SUP/CUP Lessons from BICS/CALP Separate Underlying Proficiency Common Underlying Proficiency L1L1 L2L2 L1L1 L2L2

Dual Iceberg Surface Features Language in L1 Surface Features Language in L2 Common underlying proficiency: Cognitive Academic Proficiencies common across languages: Knowledge, comprehension, application, evaluation, analysis, synthesis

Factors that Affect Second Language Acquisition  Immigration experiences  L1 proficiency  Age  Access to language experiences in both languages  Personality/ Learning styles  Educational Experiences in country of origin  Quality of instruction in the US School system  Culturally responsive environments  Immigration experiences  L1 proficiency  Age  Access to language experiences in both languages  Personality/ Learning styles  Educational Experiences in country of origin  Quality of instruction in the US School system  Culturally responsive environments

Cognitive Factors- Learning Styles  The “way we learn best” for thinking, relating to others, and for particular types of classroom environments and experiences

Strong literacy skills in L1  Provides a foundation on which to build English language skills  Families who do not speak English at home should be encouraged to read to their child in native language  Other literacy experiences at home and in community  Provides a foundation on which to build English language skills  Families who do not speak English at home should be encouraged to read to their child in native language  Other literacy experiences at home and in community

Language development occurs:  When teachers scaffold instruction  Allowing for students to participate at level of proficiency  Provides for meaningful and comprehensible input  When teachers scaffold instruction  Allowing for students to participate at level of proficiency  Provides for meaningful and comprehensible input

Language development:  We have an innate need to communicate  Content and language objectives  Meaningful and inclusive learning experiences  Negotiate meaning  Well articulated, consistent ELD instruction aligned with classroom curriculum  We have an innate need to communicate  Content and language objectives  Meaningful and inclusive learning experiences  Negotiate meaning  Well articulated, consistent ELD instruction aligned with classroom curriculum

Cultural Responsive Environments  Do I see myself in my classroom?  Opportunities to share home culture/experiences  Concerted efforts to communicate with parents in primary language  Respecting and providing opportunities for students to use native language  Do I see myself in my classroom?  Opportunities to share home culture/experiences  Concerted efforts to communicate with parents in primary language  Respecting and providing opportunities for students to use native language