exposcicion

1. Theoretical Framework
Chapter I L2 acquisition theory
Chapter II Basic Interpersonal Skills ( BICS)
Capter III Cognitive Academic Language Proficiency ( CALP)

2. What is Language Development?
Speak and listen to
communicate.
 Language develops through
conversations.
Learners need to be exposure to
language in a rich environment

3. How does Language Develop?
Language develops through meaningful conversations: talking
about books, daily events, places they’ve visited. These
activities help increase vocabulary and increases the ability to
understand stories and how things function

4. Stage 1: Pre-Production
Silent Period
 Students comprehend
simple language but
cannot produce language
yet.
– Minimal comprehension
– No verbal production

5. Stage 2: Early Production
 Students comprehend
more complex language
and can make one or two
word responses.
– Limited comprehension
– One/two word responses

6. Stage 3: Speech Emergence
 Students can speak in
phrases and sentences.
– Increased comprehension
– Some basic errors in speech
– Reading limited to what is
understood orally
– Writing limited to brief
responses

7. Stage 4: Intermediate Fluency
 Students can combine phrases
and sentences into longer
passages of language, oral and
written
– Good comprehension
– Use of complex sentences
– Some errors in written language

8. Summary of Language Acquisition
 The child learns by unconsciously generating rules.
 Errors often indicate that learning is taking place.
 Students learn language in meaningful, supportive, and
communicative settings.
 Students understands more than they can say.
 they will acquire a lot of time to become fluent.

9. Learning vs Acquisition
Krashen’s theory
 Focus on forms to be  Focus on need to
mastered communicate
 Error correction is a critical  Error is accepted as
feature developmental
 Learning is a conscious  Acquisition is an unconscious
process
process of internalizing
 Rules are taught inductively
and deductively  Rules are not taught unless
 Lessons are characterized by requested
teacher developed drills and  Lessons are characterized by
exercises student-centered situational
activities

10. Who defined BICS and CALP?
 Jim Cummins differentiated between social
language (BICS) and academic language (CALP)
 ESL students acquire BICS rather quickly (e.g., 1-2
years) in the U.S.
 It takes longer to learn CALP (e.g., about 5-7
years).

11. What are BICS?
 Basic Interpersonal Communication Skills (BICS)
are language skills needed in social situations.
 ELLs use BICS during social interactions in a
meaningful social context (e.g., party, talking to a
friend, face to face conversation).

12. What is CALP?
 Cognitive Academic Language Proficiency refers to
formal academic learning.
 This level of language learning is essential for
students success in school.
 ELLs need time and support to become proficient
in academic areas.

13. BICS vs. CALP
Basic Interpersonal Communication Skills
Conversational fluency: social language
Includes “Silent Period”
Lasts 1 – 3 years
Early production: 1000 words (0-1 year)
Speech Emergence: 3000 words (1-2 years)
(first 2 years)
Cognitive Academic Language Proficiency
Academic proficiency: “school” language
Intermediate fluency: 6000 words (1-5 years)
Advanced and continuing language development: 7000 words+ (5-7 and
even 10 years)

14. What processes are affected by BICS
and CALP?
 Cognitive process
 Cultural Process
 Language Process

15. Focusing on Cognitive and Language
Processes
Cognitive Process Language Process
 Knowledge  Vocabulary
 Comprehension  Pronunciation
 Application  Grammar
 Analysis  Semantic meaning
 Synthesis  Functional meaning
 Evaluation

16. BICS & CALP
 Social Language  Academic Language
– Simpler language – Technical vocabulary,
– Usually face to face complex grammar
– Precise understanding is – Often lecture, or reading
seldom required – Precise understanding is
– Familiar topics required
– Clues from body language, – New/difficult topics, abstract
social context knowledge
– Opportunities to clarify – Fewer clues (clues are
language clues)
– More difficult to clarify

17. 3 Principles for Engaging ELLs
Interaction Critical Thinking
Comprehensibility

18. Principle #1: Social Interaction
 Take time to summarize learning frequently during
instruction.
 Give students an opportunity to talk about content
with a partner, during instruction.

19. Principle #2: Comprehensibility
 Use diagrams and picture cues to reinforce the
concepts and processes of a content area.
 Provide hands-on learning opportunities.

20. Principle #3: Critical Thinking
 Explicitly model the thinking processes of a content
area during instruction.
 Ask frequent questions to check for understanding
during instruction.

21. Inquiry
 My concern is that my students need to
improve communicative oral skills in English.
How can I implement some strategies to help
them to communicate in the second language
at school?