Transcript Language Development

Second Language Development
Teaching the ESOL Student in
the Mainstream Classroom
Module 2
Contents:
Language Development:
 BICS
vs. CALP
 Stages of Language Development
 Paralinguistic Communication
BICS vs. CALP
BICS vs. CALP
Linguist Jim Cummins distinguishes
between two types of language –
Basic Interpersonal Communication
Skills and Cognitive Academic
Language Proficiency.
BICS vs. CALP
Cummins developed the BICS and CALP
Theory as a way to distinguish the time
periods of language development.
Without knowledge of BICS vs. CALP,
teachers may have unrealistic
expectations or remove educational
support too early.
BICS vs. CALP
Basic Interpersonal Communication Skills
BICS refers to the first two years of language
acquisition where children are acquiring
conversational language.
Children need active knowledge of
approximately 3000 words to begin feeling
comfortable with conversational English.
BICS vs. CALP
Cognitive Academic Language Proficiency
CALP refers to the stage when children are
acquiring academic language.
It takes about 5-7 years to acquire the
cognitive academic language necessary
to be a successful student.
BICS vs. CALP
Cognitive Academic Language Proficiency
Children need active knowledge of
approximately 6000 words to begin
feeling comfortable with academic
English.
BICS vs. CALP
Think of language acquisition as an
iceberg. What you see on the surface is
only the beginning of what a child needs
to be a successful student (BICS).
Below the surface is the knowledge and
support of CALP, an enormous amount
of information.
Stages of Language Development
Stages of Language Development
Language development follows predictable
and sequential stages ranging from no
knowledge of a language to proficiency
similar to a native speaker.
The time it takes a language learner to
progress through the stages varies
based on numerous factors.
Stages of Language Development
There are five stages of language
development:
Stages of Language Development
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Stage 1: The Silent/Receptive or
Preproductive Stage
Stage 2: The Early Production Stage
Stage 3: The Speech Emergence Stage
Stage 4: The Intermediate Language
Proficiency Stage
Stage 5: The Advanced Language
Proficiency Stage
Stage 1:
Silent/Receptive or Preproductive
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Can last up to six months
500 receptive words (words child understands
but may not be comfortable using yet)
Able to understand new words made
comprehensible
Involves “silent period” where children respond
only nonverbally
Teachers should create a comfortable
environment where child is not forced to speak
Stage 2:
Early Production
Can last six months beyond Stage 1
 1,000 receptive/active words (words child
is able to understand and use)
 Child speaks in short phrases
 Can show comprehension by answering
simple who, what, where, yes, no
questions

Stage 3:
Speech Emergence
Can last another year
 3,000 receptive and active words
 Child uses phrases and short sentences
 Can ask and answer simple questions
 May produce longer sentences with
grammatical errors

Stage 4:
Intermediate Language Proficiency
May take up to another year
 6,000 receptive and active words
 Beginning complex sentences and
questions
 Able to share ideas and speak with
more confidence

Stage 5:
Advanced Language Proficiency
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Takes 5-7 years
Receptive and active academic content area
vocabulary
Can participate in grade-level activities with
support
Grammar and vocabulary approaching native
speaker
Stages of Language Development
The key to guiding children through the stages
of language development is to remember
Krashen’s
i+1
Comprehensible Input.
Paralinguistic Communication
Paralinguistic Communication
Paralinguistics is the part of
communication outside of the words
themselves – the volume, speed,
intonation of a voice along with
gestures and other non-verbal cues.
Paralinguistic Communication
Whenever there is confusion or
stereotyping in cross-cultural
communication, paralinguistics is
most often responsible.
Paralinguistic Communication
Paralinguistics can be broken
down into categories. The
following are the most important
for the classroom.
Paralinguistic Communication
Paralinguistics can be broken down into categories. The
following are the most important for the classroom.
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Gestures
Facial Expressions
Eye Contact
Kinesics - Body Language
Proxemics
Paralinguistic Communication
Gestures
Paralinguistic Communication
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Gestures
Gestures are commonly used in the
classroom to help convey a message
to second language learners.
Be Careful! Gestures have different
meanings in different cultures!
Paralinguistic Communication
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Gestures
Gestures are crucial to making language
comprehensible.
Gestures are easily misinterpreted.
Paralinguistic Communication
Facial
Expression
Paralinguistic Communication
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Facial Expression
Many facial expressions are universal.
Japanese often refrain from showing
emotion through facial expression –
especially negative emotions.
Eyebrow movement is very telling.
Paralinguistic Communication
Eye
Contact
Paralinguistic Communication
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Eye Contact
Eye contact provides necessary feedback for
conversations to take place such as turn
taking, beginning, and ending conversations.
The amount of eye contact deemed appropriate
is very culturally based – too much or too little
can show boredom, intimidation, or
disrespect.
Paralinguistic Communication
Kinesics –
Body Language
Paralinguistic Communication
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Kinesics – Body Language
Postures give quite a bit of information.
Is the listener open or closed to the speaker?
Is the speaker showing dominance by being
at a higher level?
Are other objects used as a comfort?
Paralinguistic Communication
Proxemics
Paralinguistic Communication
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Proxemics
Each person in each culture has a need
for personal space that can vary greatly.
How far apart do you sit/stand when you talk?
How do you feel when someone enters your
personal space?
Paralinguistic Communication
What are some common
paralinguistic miscues?
Paralinguistic Communication
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Talking “too loud” is often an American trait
seen as a sign of aggression or tactless
behavior
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The British speaking softly is seen as
secretive
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Japanese Proverb: “Those who know do not
speak – those who speak do not know.”
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American and Arabic cultures avoid silence
Paralinguistic Communication
What effect does this have
on the classroom?
Bibliography
Caper, Simon. (May 2000). Nonverbal Communication and the
Second Language Learner: Some pedagogic considerations.
The Language Teacher Online, 24.05. Retrieved December 8,
2003 from
http://langue.hyper.chucu.ac.jp/jalt/pub/tlt/00/may/capper.html.
Intermundo Glossary of Intercultural Terms. Retrieved December 8,
2003 from http://intermundo.net/gossary_term.pl?mid=18
Center for Applied Linguistics. (2000). Enhancing English Language
Learning in Elementary Classrooms. Delta Publishing Company.
Cummins, J. BICS and CALP. Retrieved December 9, 2003 from
http://www.iteachilearn.com/cummins/bicscalp.html
Bibliography
Mason, T. (unknown). Didactics 10-Critique of Krashen VI. IUFM de
Versailles. http://perso.clubinternet.fr/tmason/WebPages/LangTeach/Licence/CM/OldLecture
s/L10_Monitor.htm. Online.
Reed, B. & Railsback, J. (2003). Strategies and Resources for
Mainstream Teachers of English Language Learners. Northwest
Regional Educational Laboratory.
http://www.nwrel.org/request/2003may/ell.pdf. Online.
Schütz, Ricardo. (2002). Stephen Krashen's Theory of Second
Language Acquisition. English Made in Brazil
http://www.sk.com.br/sk-krash.html. Online.
Bibliography
Unknown. (2002). Noam Chomsky Biography. MIT Linguistics.
http://web.mit.edu/linguistics/www/biography/noambio.html.
Online.
The
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