1. Operational Definitions Dr. Elva Cerda Pérez University of Texas /TSC Brownsville

2. Introduction Teaching the language minority student Teaching the language minority student Learn some basic operational definitions Learn some basic operational definitions Ask yourself: What is my background and interest in this matter? Ask yourself: What is my background and interest in this matter?

3. Agenda Present the operational definitions Present the operational definitions Offer opportunities for clarification and discussion Offer opportunities for clarification and discussion

4. Additive Bilingualism A process by which individuals develop proficiency in a second language subsequent to or simultaneous with the development of proficiency in the primary language. A process by which individuals develop proficiency in a second language subsequent to or simultaneous with the development of proficiency in the primary language.

5. Affective Filter Refers to the effects of personality, motivation, and other affective variables on second language acquisition. Refers to the effects of personality, motivation, and other affective variables on second language acquisition. These variables interact with each other and with other factors to raise or lower the affective filter. These variables interact with each other and with other factors to raise or lower the affective filter. When the filter is high, the second language learner is not able to adequately process information. When the filter is high, the second language learner is not able to adequately process information.

6. Basic Interpersonal Communicative Skills (BICS) Construct developed by James Cummins, Construct developed by James Cummins, Educational psychologist at the Ontario Institute for Studies in Education (OISE). Refers to basic communicative fluency achieved by all normal native speakers of a language..BICS are not strongly related to academic performance in formal schooling contexts. These are mastered by age 3 or 4

7. Comprehensible second language Input Refers to understandable and meaningful language directed at second language learners under optimal conditions. Refers to understandable and meaningful language directed at second language learners under optimal conditions. Characterized by language, the L2 learner already knows plus a range of new language made comprehensible in formal schooling contexts by the use of certain planned strategies. Characterized by language, the L2 learner already knows plus a range of new language made comprehensible in formal schooling contexts by the use of certain planned strategies. Strategies include, but are not limited to: Strategies include, but are not limited to:

8. Continued Comprehensible Input Focus on communicative conscent rather than language forms Focus on communicative conscent rather than language forms Frequent use of concrete contextual referents; Frequent use of concrete contextual referents; Lack of restrictions on L1 use by L2 learners, especially in the initial stages; Lack of restrictions on L1 use by L2 learners, especially in the initial stages;

9. Immersion Classes Subject-matter classes periods delivered in the second language in which the teachers: Subject-matter classes periods delivered in the second language in which the teachers: Group L2 learners together Group L2 learners together Speak in “foreigner talk” to provide support Speak in “foreigner talk” to provide support Provide substantial amounts of “comprehensible second language Input” Provide substantial amounts of “comprehensible second language Input”

10. Limited Bilingualism level of bilingualism at which individuals attain less than native like proficiency in both the first and second language. level of bilingualism at which individuals attain less than native like proficiency in both the first and second language.

11. Bilingual Education Program An organized curriculum that includes: An organized curriculum that includes: Native language development and instruction Native language development and instruction Second language development and instruction Second language development and instruction

12. Cognitive Academic Language Proficiency (CALP) Construct developed by James Cummins and is the other part of communication skills Construct developed by James Cummins and is the other part of communication skills Refers to aspects of language proficiency strongly associated with literacy and cognitive development Refers to aspects of language proficiency strongly associated with literacy and cognitive development CALP is strongly related to academic performance in formal schooling contexts. CALP is strongly related to academic performance in formal schooling contexts.

13. Communicative-based ESL Focus is on language functions, i.e.., the purpose for using the language is used, and not on language form: Focus is on language functions, i.e.., the purpose for using the language is used, and not on language form: Refers to a second language instructional approach in which the goals, teaching methods, techniques, and assessments of student progress are all based on behavioral objectives defined in terms of abilities to communicative messages in the target language. Refers to a second language instructional approach in which the goals, teaching methods, techniques, and assessments of student progress are all based on behavioral objectives defined in terms of abilities to communicative messages in the target language. Language functions: asking questions, narrating, describing, challenging, etc. Language functions: asking questions, narrating, describing, challenging, etc.

14. Partial Bilingualism A level of bilingualism at which individuals attain native-like proficiency in the full range of understanding, speaking, reading, and writing skills in one language but achieve less than native like skills in some or all of these skills in the other language. A level of bilingualism at which individuals attain native-like proficiency in the full range of understanding, speaking, reading, and writing skills in one language but achieve less than native like skills in some or all of these skills in the other language.

15. Proficient Bilingualism or Balanced Bilingual A level of bilingualism at which individuals attain native like proficiency in the full range of understanding, speaking, reading, and writing skills in both languages. A level of bilingualism at which individuals attain native like proficiency in the full range of understanding, speaking, reading, and writing skills in both languages. A level of proficiency attained in all areas and in all domains. A level of proficiency attained in all areas and in all domains.

16. Submersion Classes or Programs Classes or programs where second language learners are mixed with native speakers of the second language; Classes or programs where second language learners are mixed with native speakers of the second language; No special instructional support is given to the second language learner; No special instructional support is given to the second language learner; Language minority students commonly experience a form of subtractive bilingualism which results in limited bilingualism. Language minority students commonly experience a form of subtractive bilingualism which results in limited bilingualism.

17. Subtractive Bilingualism Process by which individuals do not develop proficiency in the second language; Process by which individuals do not develop proficiency in the second language; The focus is on “taking away” the native language. The focus is on “taking away” the native language. In this program the teachers are not….. In this program the teachers are not…..

18. Summary Knowledge of basic concepts or constructs is necessary to understanding the literature on teaching language minority students. Knowledge of basic concepts or constructs is necessary to understanding the literature on teaching language minority students. As you read, write or discuss this topic, be clear; use the terms appropriately; respect the communication of clear information As you read, write or discuss this topic, be clear; use the terms appropriately; respect the communication of clear information

19. Continued Summary Use these terms; study with your group or groups; keep a glossary throughout your training program and as you become a professional educator. Use these terms; study with your group or groups; keep a glossary throughout your training program and as you become a professional educator.

20. Where to get more information Books on the topic Books on the topic NABE Research Journal, TESOL Quarterly, and others NABE Research Journal, TESOL Quarterly, and others National Clearinghouse for Bilingual Education National Clearinghouse for Bilingual Education 1118 22 nd Street, NW 1118 22 nd Street, NW Washington, DC 20037 Washington, DC 20037 Or on internet :gopher.ncbe.gwu.edu Or on internet :gopher.ncbe.gwu.edu