Michele Robb EDUC 31218 July 18, 2013

They say that children get their teeth at a young age because it's a painful process that adults would not handle well. The learning of a new language may be very similar. While we can do it at any age, it is clearly easier in the young. No matter which theory you camp in, the neurological or the social aspects of learning, we all can agree on the various stages of learning the language. These stages allow the language learner to become knowledgeable and then later proficient in a language. These stages are called "communicative competence". Communicative competence, theorized by Dell Hymes in the 1970's, gave rise to the idea that language learning involves both the rules and method of learning words and the social component that compels a person to use it (Communicative Competence 219). Hymes separated communicative competence into four distinct strategies. While each strategy takes the language learner further into proficiency, it can also rotate and shift, allowing the learner to continually master new parts of language. The four strategies are: grammatical, discourse, socio-cultural and strategic (Communicative Competence 219). In the first strategy, grammatical competence, the language learner is becoming knowledgeable of the basics of language. Basics include vocabulary, sentence structure; phonemic awareness and syntax are learned during this strategy (Communicative Competence 219). During this strategy, we may see learners learning words, phrases and accuracy in their basic sentence structure. This are may be where a child will learn pronoun usage, saying adjectives before nouns and increase their vocabulary to better communicate with peer groups. At some point, as the learner becomes more comfortable, he/she will transition into the second

strategy, discourse. Discourse element highlights the meaning in conversations (Communicative Competence 220). The speaker can now take the vocabulary and form sentences that string together in a coherent thought, both verbally and in writing. The speaker is better able to maintain simple conversations. The learner at this level is able to convey a topic with fewer errors than someone at the grammatical competence stage. As the learner becomes more confident, he/she will begin to use the language within the context of the environment. This use transitions the learner into the socio-cultural competence. Socio-cultural competence allows the speaker to hold a conversation that is now culturally relevant to the environment (Communicative Competence 220). An example could include the difference between talking with friends versus talking to an employer. The language learner is now able to use their language more effectively, answers questions in the class and participates in class discussions. When the language learner gains an understanding of language across multiple environments, he/she has reached the final competence, strategic. As the name implies, strategic competence gives meaningful conversation that can change for the situation (Communicative Competence 220). The advanced speaker can now tailor he/her speech. He/she is able to change, expand, and adapt his/her language to accommodate the listener in order to sustain the conversation. English learners that have not mastered this strategic competence may start off strong in the conversation but say, "never mind" when the communication begins to break down. Within each of these competences, a language learner is continually at different levels of understanding. Helping a language learner to progress through the competences requires an understanding of proficiency levels. Cummins defined these levels of language proficiency as Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) (Language and Language Acquisition 22). Basic interpersonal

communication skills (BICS) allow the English learner to have basic conversations at the personal level. It uses basic words and phrases and is the first steps towards proficiency (Language and Language Acquisition 22). Cognitive Academic Language Proficiency (CALP) describes, as the name implies, a more in depth knowledge of the language. At this level, the English learner is able to understand meaning and learn through the language itself without relying on the social cues presented at the BICS level (Language and Language Acquisition 22). Many teachers fall into the assumption that the English learner is proficient because he/she can carry a conversation out at the playground. A good way to keep this in perspective is to remember we all have levels of ability for all situations. An example is reading level. We all have an independent, instructional and frustrational level of reading. A teacher needs to be cognizant of the English learner's independent (BICS) level versus their instructional (CALP) level of communication. As we teach, we need to be aware of where the English learner is functioning at (competence) as well as the level of ability (BICS or CALP) within each level. Proper assessment will assist the teacher in making lessons that incorporate all levels of communicative competence while also continually using both the social and academic levels of communication so the English learner has a well-rounded approach and eventual proficiency.

References Cited

Brown, H.D. Principle of Language and Learning. Englewood Cliffs, NJ: Prentice Hall Regents. 1994. Chapter 8, informational packet, EDUCATION 31218. Prof. LaQua. July 2013. "Language and Language Acquisition". Informational packet, EDUC 31218. July 2013. LaQua, Stephanie."Communicative Competence". Mini-video lecture transcription, EDUC 31218. July 2013.