1. Three Theories on Bilingualism
Cummins’ Approaches

2. Goals
Review theories on bilingualism
Apply theories to classroom

3. Theories Common Underlying Proficiency Threshold Theory
Developmental Interdependence Theory

4. Common Underlying Proficiency
Refers to what is commonly known as balance proficiencies, but takes it one step further (Baker, 1997)
People theorize that monolinguals have one well-filled balloon and bilinguals have two balloons.

5. Common Underlying Proficiency
Language attributes are not apart in the cognitive system, but transfer readily and are interactive.
Lessons learned in one language can readily transfer into the other language.

6. Common Underlying Proficiency
The Iceberg Analogy
L1 Surface Features
L2 Surface Features
Surface Level
Common Underlying Proficiency
Central Operating System

7. Common Underlying Proficiency
Separate Underlying Proficiency (SUP) VS
Common Underlying Proficiency (CUP)

8. Common Underlying Proficiency
Parts
The thoughts that accompany talking, reading, writing and listening come from the same central engine. There is on integrated source of thought.
People have the capacity to store easily many languages, and can also function in many languages with ease.
Information processing skills and educational attainment may be developed through two languages. Cognitive functioning and school achievement may be fed through any channel, they feed from the same central processor

9. Common Underlying Proficiency
The language used in the classroom needs to be sufficiently well developed to be able to process the cognitive challenges in the classroom.
Speaking, listening, reading or writing any of the languages helps the whole cognitive system to develop. However, if made to operate in an insufficiently developed language, the system will not function at its best. Operating in a poorly developed L2, will result in poor quality and quantity of what they learn in complex curriculum materials. Oral and written form may appear weak and impoverished.

10. Common Underlying Proficiency
When one or both languages are not functioning fully cognitive functioning and academic performance may be negatively affected.
Not functioning fully because of unfavorable attitude to learning through the second language, pressure to replace the home language with the majority language.

11. Thresholds Theory
The further the child moves toward balanced bilingualism, the greater the likelihood of cognitive advantages.
There are two thresholds or levels of language competence that has consequences for a child.
Limits which children will be likely to obtain cognitive benefits from bilingualism.
Suggests that there are children who may derive detrimental consequences from their bilingualism.
Under what conditions does bilingualism have positive, neutral and negative effects?
How far does someone have to travel up the two language laddrs to obtain cognitive advantages from bilingualism

12. Thresholds Theory
First threshold is level to reach to avoid negative consequences of bilingualism.
Second threshold is a level required to experience the possible benefits of bilingualism.

13. Thresholds Theory Balanced Bilinguals Second Threshold
Less Balanced Bilinguals
First Threshold
Limited Bilinguals L2 L1

14. Thresholds Theory Balanced Bilinguals Less Balanced Bilinguals
Age-appropriate competence in both languages
Positive cognitive advantages
Less Balanced Bilinguals
Age-appropriate competence in one language
Unlikely positive or negative advantages
Limited Biinguals
Low levels of competence in both languages
Likely negative cognitive consequences

15. What are cognitive consequences
Coping with curriculum materials
Processing information
Deductive reasoning
Metalinguistic awareness (analysis of linguistic knowledge and control of linguistic processing)

16. Problems with theory
Defining level of language proficiency necessary to
avoid negative effects
obtain positive advantages

17. Developmental Interdependence Hypothesis
Suggests that child’s second language competence is partly dependent on the level of competence already achieved in the first language
The more developed the first language, the easier it will be to develop a second language
When the first language is at a low stage of evolution, the more difficult the achievement of bilingualism will be.

18. Language skills required for education
Basic Interpersonal Communication Skills (BICS)
Context embedded
Comprehension
Speaking
Pronunciation
Vocabulary
Grammar
Cognitive/Academic Language Proficiency (CALP)
Context reduced
Analysis
Synthesis
Meanings
Creative Compositions

19. BICS/CALP Conversational Proficiency Cognitive Processes Knowledge
Comprehension
Application
Language Proficiency
Pronunciation
Vocabulary
Grammar
Surface
Analysis
Synthesis
Evaluation
Semantic Meaning
Functional Meaning
Cognitive/Academic Proficiency

20. Limitations Different dimensions to language
Moving from one dimension requires evolving, dynamic, interacting and intricate, not a dichotomy
Lack of empirical support, difficult to operationalize
Terms BICS and CALP may oversimplify
Relationship between language development and cognitive development is not simple. Other factors affect them.

21. BICS/CALP Helps explain child failure in the schools.
Cognitive Undemanding
Quadrant 1
Quadrant 2
Context Embedded
Communication
Context Reduced
Communication
Quadrant 3
Quadrant 4
Cognitively Demanding Comm

22. BICS/CALP Two Dimensions
Amount of contextual support available to a student
Context embedded Communication
Pointing to objects
Using the eyes
Head nods
Hand gestures
Intonation
Context reduced communication
Few cues to meaning transmitted

23. BICS/CALP Two Dimensions
2. Level of cognitive demands required in communication
Cognitive demanding communication
Much information at a challenging level needs processing quickly
Cognitive undemanding communication
Person has the mastery of languages skills sufficient to enable easy communication.

24. Quadrants Q1
Surface fluency or basic interpersonal communication skills – BICS
L2 Develops independently from L1 surface fluency Q4
Language that is cognitive and academically more advanced – CALP
Develops interdependent and can be promoted by either or both languages

25. Length of time to develop
CALP
BICS

26. Curriculum Relevance I
Page 156

27. Curriculum Relevance II
Page 157

28. Curriculum Relevance III
Page 158