Professional Documents
Culture Documents
DE NAGA
UNIVERSITY
Theories of
Language and
Language
Learning
BICS
CALP
CUP
Presenter:
NEA AUXILIOBESMONTE
MA ED ELT
Outline of Discussion:
I.
Types of Language
A. Social Language
B. Academic Language
II. BICS and CALP
A. Basic Interpersonal
Communication Skills BICS
1.
Definition
2. Understanding BICS and its
acquisition
Outline of Discussion:
B. Cognitive Academic Language
Proficiency CALP
1. Definition
II.
Outline of Discussion:
A.
Definition
B. Research data that support
CUP
III. Significance of understanding
BICS, CALP and CUP in teaching L2
V.
VI.
Evaluation
GUIDING LIGHT:
Abilities
to construct meaning
from oral and written
language, relate complex
ideas and information,
recognize features of different
genres, and use various
linguistic strategies to
communicate. (Dutro and
Moran, 2003, in Zwier, 2008)
SUMMARY SENTENCE:
BICS is much more easily and
quickly to acquire than CALP
but is not sufficient to meet
the cognitive and linguistic
demands of an academic
classroom (Cummins,1984;
Baker and Jones, 1998).
I. TYPES OF LANGUAGE
1.
Social Language
2.
Academic Language
I. TYPES OF LANGUAGE
1.
Social Language
I. TYPES OF LANGUAGE
1. Social Language
Social language is context-embedded,
that is, comprehension is aided by
context clues, like facial expressions,
body language, modeling or
demonstrations, visual clues and cues,
etc.
Because it is embedded in social
interaction, social language is thought
to be cognitively undemanding.
I. TYPES OF LANGUAGE
2.
Academic Language
I. TYPES OF LANGUAGE
2.
Academic Language
I. TYPES OF LANGUAGE
2.
Academic Language
Theorists:
Jim
BICS
BICS
These are the "surface" skills of
listening and speaking which are
typically acquired quickly by many
students; particularly by those
from language backgrounds similar
to English who spend a lot of their
school time interacting with native
speakers.
BICS
BICS is said to occur when there are
contextual supports and props for
language delivery. Face-to-face
`context embedded situations
provide, for example, non-verbal
support to secure understanding.
Actions with eyes and hands, instant
feedback, cues and clues support
verbal language Baker (2006) .
BICS
BICS
Produce
BICS
How
TRUE
BICS
English
CALP
CALP
CALP
CALP
CALP
Understanding
CALP
Understanding
CALP
Understanding
CALP
Understanding
2. TWIPs
Debbie Zacarian and Judie Haynes (2010)
also look beyond discrete vocabulary
words in their academic language
definition, including a range of structures
they call TWIPs (Terms,Words,Idioms,
andPhrases).
Here are some examples:
CALP
Understanding
2. TWIPs
Terms
Words
Idioms
Phrase
s
CALP
Understanding
CALP
Understanding
True or False?
Although English language learners
may speak English on the playground,
this does not mean they have
mastered the academic and cognitive
language of the classroom.
TRUE.
CALP
Understanding
Classroom situation:
Mrs. Perez:Why didn't you do your
homework, Carlota? You're going to fail
this class.
Carlota:I go visit my aunt. She sick.
She got something bad with her heart.
My uncle drive my mother and me. We
bring aunt some food. When I get
home, it's too late finish homework.
CALP
Understanding
CALP
Understanding
Classroom situation:
Mrs. Perez assignments, lectures, and
tests are way above and are not modified for
Carlotas English language ability.
Mr. Angelo uses simple language to
introduce new concepts, outlines important
information, gives vocabulary exercises and
engages students in group work with
partners.
From which teacher will Carlota get more L2
Context
embedded
reduced
Cognition
undemanding
demanding
Context + Cognition
undemanding
embedded reduced
demanding
Context + Cognition
A=
undemanding
context embedded +
cognitively
undemanding
embedded reduced
demanding
Context + Cognition
Talking
with
undemanding
friends
Buying lunch
Playing
sports
embedded reduced
demanding
Context + Cognition
undemanding
B=
context
embedded +
cognitively
demanding
demanding
embedded reduced
Context + Cognition
undemanding
embedded reduced
Demonstrations
Science
experiments
Lessons with AV
demanding
Context + Cognition
undemanding
embedded reduced
demanding
C=
context reduced +
cognitively
undemanding
Context + Cognition
Telephone
undemanding
embedded reduced
demanding
conversations
Friends shopping
list
Written
instructions
Context + Cognition
undemanding
embedded reduced
D=
context reduced +
cognitively
demanding
demanding
Context + Cognition
undemanding
embedded reduced
demanding
Reading and
writing
Standardized tests
Most content
classes
Dr.
Social English
Academic English
It worked.
Because they
were brave.
The soldiers
received the medal
because of their
courage.
or False?
Parents
TRUE.
termcommon
underlying
proficiency (CUP)has also been
used
to
refer
to
the
cognitive/academic proficiency that
underlies academic performance in
both languages(Cummins 2000: p.
38).
or False?
Students
TRUE.
data
that
support
this
principle:
Native-language
development can
reading.
(Fitzgerald,
enhance
ESL
1995:181)
Within a bilingual program, instructional
time can be focused on developing
students' literacy skills in their primary
language without adverse effects on the
development of their literacy skills in
English.
data
that
support
this
principle:
The relationship between first and second
language literacy skills suggests that effective
development of primary language literacy
skills can provide a conceptual foundation for
long-term growth in English literacy skills. This
does not imply, however, that transfer of
literacy and academic language knowledge
will happen automatically; there is usually a
need for formal instruction in the target
language to benefit a cross-linguistic transfer.
and
departments
should
explore every possibility to incorporate
the different cultural backgrounds of our
students into their daily teaching and
curricula.
Cummins
(1994)
quotes
research which suggests students working
in an additive bilingual environment
succeed to a greater extent than those
whose first language and culture are
devalued by their schools and by the
wider society.
IV. Synthesis
Teachers
V. Evaluation
Day-to-day
language
Used on the playground, in the lunch room,
and on the school bus
Developed within 6 months to 3 years
Includes listening, speaking, reading, and
writing about content material
Usually context embedded
Not very demanding cognitively
LFS ELLs may take 7 to 10 years to
develop
Includes skills such as comparing,
classifying, and synthesizing
V. Evaluation
Social
language
Academic language
Formal academic learning
Language skills needed in social
situations
Used at parties, playing sports and
talking on the telephone
Cognitive Academic Language Proficiency
Essential for students to succeed in school
Developed within five to seven years
Tasks are context reduced
V. Evaluation
Fill
List of References
Baker,
List of References