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First and Second Language Development and their Relationship to Academic Achievement
Introduction
This session presents the theoretical foundation about language and the language learner Language: a) Cummins theory of BICS and CALP b) Cummins theory of CULP (transfer) c) Cummins quadrant of task difficulty Language Learner: a) Krashens natural order hypothesis (stages of language acquisition) b) The process of language acquisition c) The phenomenon of two languages in contact
Terminology to Know
BICS (basic interpersonal communication skills) CALP (cognitive academic language proficiency) Cognates CULP (common underlying language proficiency) Idioms L-1/L-2 primary language/second language Vernacular
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BICS
Basic Interpersonal Communication Skills a) Conversational language b) Acquired through personal interaction c) Topics are familiar, concrete d) Includes vernacular e) Body language
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Possible Answers
Your answer should include examples of informal settings, informal language, and familiar topics: Face-to-face conversation with a friend Banter with fellow members of a sports team Chatting with the teacher on the playground Singing along to a song on the radio Selecting lunch items in the cafeteria
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L-1 is an Asset
What students know in one language contributes positively to learning a new language Build on what students know:
Concepts transfer Reading skills transfer Cognates Bilingual dictionary Use L-1 resources
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Cognates
Cognato = Italian word for brother-in-law Cognates are words in different languages that relate to the same Latin or Greek (or other language of origin) word family ACTIVITY Look at the words in the chart on the following page. What do they mean? How do you know?
Activity: Read these words. What do they say? How do you know?
a respiracin nutricin reproducin divisin erupcin matemticas operacin adicin multiplicacin divisin fracin historia constitucin revolucin institucin declaracin pacificacin
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Face-to-face conversation
Telephone conversation
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Typical age
10 hours 6 months
Description
Repeating CV patterns
Example
ba-ba-ba ma-ma-ma
1 year
Naming words (nouns) used in context overextensions or underextensions Combining words and using set phrases Overgeneralization of the regular case
1 to 2 years 2 to 5 years
Over-Generalization
CHILD: Teacher, teacher I run-ded to the fence. ADULT: You ran to the fence? Thats great! CHILD: Yes ADULT: Tell your mom you ran to the fence. CHILD: Your mom, I randid to the fence.
CHILD: Mommy, are we being hve? ADULT: Yes, sweetie, your are behaving so nicely, thank you. CHILD: Papi, mommy says we are being hve.
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Topic Review
10
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References
Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121-129. Cummins, J. (1991) Language Development and Academic Learning Cummins, J in Malave, L. and Duquette, G. Language, Culture and Cognition Clevedon: Multilingual Matters Krashen, S. (1981), Second Language Acquisition and Second Language Learning,Pergamon Downloadable from http://www.sdkrashen.com/SL_ Acquisition_and_Learning/index.html
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