What does Dr. Jim Cummins say about...
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Common Underlying Proficiency
*If you are taking a CLAD test, then you'll want to buy into this concept. "CUP" is good.
Dr. Jim Cummins coined the terms "Common Underlying Proficiency" (CUP) and "Separate Underlying Proficiency" (SUP) to describe the beliefs about how students acquire competency in a second language, and the implications stemming from those beliefs.Those of us who believe in the Common Underlying Proficiency or "CUP", argue that instruction in L1 (Primary Language) will benefit the student in acquiring competency in L2 (Second Language)
(This is the basis for the argument in favor of Bilingual Education. Fortunately for those of us who believe in Bilingual Education, almost all of the significant research and data collected over the past 15 years has completely supported this theory and has validated our beliefs. I would refer anyone interested in seeing some very important research to visit the Collier-Thomas study which is located on our links page at:
http://www.ncbe.gwu.edu/ncbepubs/resource/effectiveness/thomas-collier97.pdf
Also, if you visit the editorial pages of our website, you'll find some great articles written by Dr. Stephen Krashen which support this concept. You'll find them here:
http://www.azusausd.k12.ca.us/bilingual/More%20Bil%20Dept%20Links.html
This Common Underlying Proficiency is sometimes referred to as the "One Balloon" theory, meaning that there is just one central location in the brain for processing language. There are several implications for those of us who believe in the "CUP" theory.
One of the implications is that experience with either language promotes development of proficiency with both L1 and L2 languages.
This is an important implication because it allows us to promote literacy in primary language and still have a clear conscience, knowing full well that the concepts learned in one language will successfully transfer over to the second language when the student is ready. It allows us to have the patience to impliment a quality program without the fear of spending too much time in primary language. The skills learned in one language will transfer to the other.
I like to use myself as an example when describing this concept to those in my CLAD I classes. When I was in school I learned everything needed in order to be completely competent and literate in English. Then as an adult I first acquired Spanish fluency and later Spanish literacy. When acquiring Spanish, I didn't have to learn to read and write over again. All of the skills accociated with reading and writing (just about everything covered in the Language Arts frameworks) were there already from my prior schooling in English. All I had to do was learn the vocabulary of the new language and the letter/sound relationships and plug them into my "literacy computer". Now I was able to read and write in two languages. There really wasn't any confusion between the two languages. If you know "how" to read in one language, you'll know "how" to read in another. (As soon as you learn the vocabulary and letter/sound associations that are unique to the new language.) Also, it seemed that the more I learned about Spanish, the more I understood English. Some grammar rules and usages became clearer in English when I studied them in Spanish. It was amazing and that's why I know that this CUP business is the truth. It was exactly what happened with me.
Another way to look at CUP, is that the ability to master cognitively demanding tasks in one language paves the way for the bilingual learner to perform similar tasks in the other language.
Another interesting point is that evidence shows that in dealing with cognitively demanding tasks, older studetns do better than younger students if they have developed academic language skills in their first language.
CUP / SUP (Illustrated)
Common Underlying Proficiency or CUP
Separate Underlying Proficiency or SUP
The difference between the Common Underlying Proficiency (CUP) and the Separate Underlying Proficiency (SUP) is sometimes compared to balloons. CUP is often called the one balloon theory and SUP is called the two balloon theory. Dr. Jim Cummins developed the theory of the Common Underlying Proficiency. The rational for instructing in primary language is based on this theory. CUP suggests that what proficiency is developed in L1 will transfer to L2. There are certain elements of literacy which are common to both languages and will not have to be relearned when acquiring the second language. ( An example I use from my own experience is that when I was acquiring the ability to speak, read and write Spanish, I didn't have to relearn how to organize a paragraph or predict an outcome etc. On a more basic level, I didn't have to learn to end a sentence with punctuation. I just needed to learn those elements which were unique to Spanish (for ex. placing an upside down question mark at the beginning of the sentence), but the concept of punctuation was already common to me from having learned it in English.
One of the interesting things about English Language Development is that when looking at the ELD standards, we notice that many of the skills which are taught as part of a good ELD program are also the same skills which are taught as part of a good primary language arts program. Therefore those skills that are common to both English and the primary language will already be covered through the primary language arts program and won't necessarily need to be retaught later during ELD lessons. Following the principles of the Common Underlying Proficiency theory, we can provide primary language instruction with confidence that it will strengthen the students ability to speak, read and write English, and that it will not hender the rate at which they attain proficiency in English. In a nutshell primary language is helpful and not harmful in attaining English proficiency. - Steve Concidine
Separate Underlying Proficiency
Dr. Jim Cummins coined the terms "Common Underlying Proficiency" (CUP) and "Separate Underlying Proficiency" (SUP) to describe two different beliefs about how students acquire competency in a second language, and the implications stemming from those beliefs.
The Separate Underlying Proficiency is sometimes called the "Two Balloon" Theory. It is based on the belief that there is a separation of languages in the brain.
There is no evidence to support this theory other than "Common Sense"
There are however, several implications of this belief.
One implication is that proficiency in L1 is separate from proficiency in L2 (English).
This is a key point because many people have difficulty understanding that proficiency in primary language actually enhanses proficiency in English. It would seem to them to make sense that more instruction in primary language would take away from learning English. Prop 227 was basically passed and based on this "common sense" belief. Research doesn't support this at all. All of the research shows that what is learned in the primary language will carry over or transfer to the second language. "Common sense" says that if you want a child to learn English better, then give them more English for a longer time. This incorrect assumption is based on the "Two Balloon" theory, that learning English is in isolation and that any literacy activities in primary language will confuse the learner. This is not supported by any research. It is an argument that is believed by many who have not had the opportunity to read the research done by researchers such as Dr. Jim Cummins, Dr. Stephen Krashen , Dr. Kenji Hakuta or by researchers Collier and Thomas.
Another implication of the belief in the Separate Underlying Proficiency is that there is a direct relationship between exposure to language (home, school) and achievement in that language.
Finally believers in this theory would argue that children who are deficient in English need more instruction in English not in L1]
(For test taking purposes, be aware that this is concept is not compatible with the CLAD point of view.)
BICS / CALP
BICS and CALP in a nutshell.
B.I.C.S.
C.A.L.P.
What the acronym stands for:
Basic Interpersonal Communication Skills
Cognitive Academic Language Proficiency
Sources in English for LEP students:
Conversation, jokes, informal interactions, ESL instruction
Lectures, textbooks, literature, SDAIE instruction
Degree of Transfer from L1 to L2:
Little
Extensive
When developed in L1
Mostly by age 5 or 6 (with or without schooling
Continues to develop throughout life, as long as there is cognitive growth
When developed in L2 (when LEP students catch up with English-only students)
After 2-3 years of optimum comprehensible input
After 5-7 years of optimum schooling
Correlation with academic success
Little
High
Here's a way to think about these two concepts.
BICS are those language activities which are acquired easily through daily living. They would include such context embedded activities as face-to-face conversations, following oral directions, making oral presentations, early level ELD activities, and TPR. They might also include context reduced activities such as making telephone conversations, following written directions, writing short notes etc..
CALP on the other hand would be language proficiency learned in an academic setting (skills learned in school for example) They would include such context embedded activities as demonstrations, experiments, A-V assisted lessons, math computations, and science experiments. You would also find context reduced examples of CALP in activites like standardized tests, reading / Writing, math concepts, lecture with few illustrations, social science texts, mainstream English texts and most content classes.
So, BICS are cognitively undemanding activities and CALP are cognitively demanding
What implications do we have for understanding the development of language skills in our ELL students? Well, we will surely find students who at the lower levels of English Language Development appear to be quite fluent. When we ask them questions like, "How are you", "What are you doing?", they will answer in English pretty well and will appear to understand everything we discuss. That is because they have BICS. They have basic interpersonal communication skills in English. They also have them in their primary language. However, if we introduce a concept like "Independence" or "Democracy" during a Social Studies lesson they may have no idea what we are taking about. That is because they do not have CALP in English. These concepts are academically demanding and the language is not there for the student. They may be able to conceptualize using primary language if they have received schooling in the primary language and have developed CALP in that language. With a student who has CALP in L1, you could introduce the concepts of Independence and Democracy in their home language. That way they would be getting access to grade level core content. Otherwise, you will be trying to teach a grade level concept in English when the student doesn't have the proficiency (CALP) to comprehend it.
It is very important to understand that fluency is not literacy. Don't be fooled. Ask youself if the ELL student in front of you is exhibiting BICS or CALP and then work on designing an instructional program that is best able to meet the student's needs.
For an explanation of BICS and CALP as they relate to Cummins' Grid, see Cummins' Grid below.
Cummins' Grid (4 Quadrants)
BICS - Basic Interpersonal Communication Skills
CALP - Cognitive Academic Language ProficiencyCummins' Quadrant - Unexplained Version
Cummins' Quadrant - Explained Version
The Linguistic Threshold
Older studies showed negative effects of bilingualism on intelligence and academic success. Recent studies have shown the opposite. Positive effects of bilingualism on intelligence and academic success are well proven.
The conflict between these differing results is explained by the term "limited bilingualism" (less than native like)
"Subtractive bilingualism" is a term for the process by which one becomes a limited bilingual. With subtractive bilingualism, little effort is made to maintain the first language while learning English.
When the learner has native-like proficiency in both languages, positive results happen. Learners who are proficient bilinguals have been found to have superior cognitive development when compared to monolinguals.
Cummins describes 3 different types of bilingualism. They are:
Proficient bilingualism - High levels of proficiency in both languages with very positive effects. (higher threshold of bilingual competence)
1. Has positive cognitive effects
2. Has positive academic effects
3. May result from 2-way program, maintenance program, or education in home or in country of origin.
Partial bilingualism - Native-like levels of proficiency in one of the languages with neither positive or negative effects. (higher threshold of bilingual competence)
Limited bilingualism - Low levels of proficiency in both languages with negative effects (lower threshold level of bilingual competence)
1. Has negative cognitive effects
2. Has negative academic effects
3. May result from inadequate, inconsistent, and/or inappropriate instructional program.
The Dimensions of Language Proficiency
Dr. Jim Cummins, Mark Cooley and Steve Concidine
Dr. Jim Cummins and Steve Concidine congratulate Mark Cooley, Director of Bilingual Services and Instructional Support, Azusa Unified School District, on being named CABE's 2002 Distinguished Administrator of the Year, February 3, 2002.
What does Dr. Stephen Krashen say about...
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The Acquisition - Learning Hypothesis
Acquisition vs. Learning - A Graphic Organizer
Learning
Acquisition Focus Mastery of forms Need to communicate linguistic functions Success Demonstrated mastery of language forms Getting things done with language Forms Learned for later functional application Develop out of communicative needs in real-life contexts Syllabus Grammatically based, contrastive analysis Errors are accepted as developmental. Success at getting things done and in communicating ideas is the focus of reinforcement. Errors Error correction is a critical feature to promote mastery of linguistic forms and structures Errors are accepted as developmental. Success at getting things done and in communicating ideas is the focus of reinforcement. Process Learning is a conscious process of memorizing rules, usually as a result of deliberate teaching Acquisition is an unconscious process of internalizing concepts and developing functional skills as a result of exposure to comprehensible input. Rules Taught deductively or inductively Not taught unless specifically requested by students Lesson Content Teacher-developed skills and exercises Student-centered situational activities Production Early emphasis on production of the language may produce anxiety in the initial stages. Production and eventual mastery are allowed to occur on the students' own schedule after sufficient input so lessons are characterized by low student anxiety. Take the Acquisition-Learning Quiz (True/False)
Click Here to see Krashen's Model Program
The Comprehensible Input Hypothesis
What makes Input Comprehensible?
The "Affective Filter Hypothesis
Teacher Perception of Students
1. Know the values, culture, and schooling of your students and be sensitive to these values. Be aware of the personal backgrounds of your students.
2. Know the general principles of how languages are structured. Know about the processes of 1st and 2nd language development.
3. Be aware of the cognitive, linguistic and social development of the individual students in your class.
Classroom Preparation
1. In order to make course objectives comprehensible, identify key concepts and the language which encodes those concepts. Select a beginning point based on the students prior knowledge, experience and needs.
2. Select an appropriate sequence of activities which matches the studetn's abilities. Use a variety of materials which enhance comprehension.
3. Design activites which allow students to build a repertoire of learning strategies and variety of social roles.
4. Incorporate an ongoing monitoring and feedback system to verify student's comprehension.
Classroom InteractionsThe teacher should:
1. Establish a positive affective environment by acknowledging and respecting cultural and linguistic diversity.
2. Communicate content objectives clearly.
3. Use student background knowledge.
4. Modify speech (through slower speech, controlled use of slang, idioms, and sentence length, paraphrasing etc.)
5. Use gestures, body language, TPR, mime, and acting to enhance meaning.
6. Clarify meaning throughout each lesson
7. Question appropriately (comprehension checks, wait-time etc.)
The teacher should know that the student may need to:
1. use their primary language to communicate in class.
2. demonstrate knowledge in a variety of ways.
3. initiate interactions with other students or with the teacher.
4. continue to exhibit non-native errors in language.
5. be grouped flexibly in pairs, or cooperative groups
6. have continuous and varied opportunities to use the target language and to interact with other students and the content.
*Click Here for the Quirty Charns. You'll see what happens without comprehensible input and how students can totally fool you about what they really comprehend
The Affective Filter Hypothesis
Click right here and take the Krashen Quiz.
Want to take another Krashen Quiz? Click here!
Do you want to see the answers? Click here!
*Check out our Acronymic Study Help
The Contextual Interaction Theory!
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The Contextual Interaction Theory has five basic principles.
Principle One - The Linguistic Threshold
Principle Two - The Dimensions of Language Proficiency
Principle Three - The common Underlying Proficiency
Principle four - Second Language Acquisition
Principle Five - Student status
Seven Models for Second Language Development
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Find out about the following models by Clicking Here
The Acculturation Model
The Accommodation Theory
The Discourse Theory
The Monitor Model (Five Hypotheses)
The Variable Competence Model
The Universal Hypothesis
The Neurofunctional Theory
The Stages of First Language Acquisition
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Find out about the following stages by Clicking Here
The Babbling Stage
The Holophrastic Stage
The Two-Word Stage
The Telegraph to Infinity Stage
The Natural Order of Acquisition
Click Here to find out about the Natural Stages of Language Development
2 Theories about Acquisition of L1...
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Two Theories Concerning the Acquisition of a Child's First Language
Educational Goals for Language Minority Students
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The Structure of Language
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Click on the links to reach study helps for the linguistic portion of the CLAD 1 test
The Structure of Language 1 - Morphology, Syntax, Semantics, Pragmatics
The Structure of Language 2 - Phonology, Phonemes, Pitch, Stress
Linguistic Terms - Phoneme, Morpheme, Semantics, Syntax
Take this Linguistic Quiz on Linguistic Terms*. It will help you study for the CLAD 1 Test
Linguistic Errors and Analysis of Interference - you'll find information here which will help you understand different types of linguistic errors (phonological, morphological, syntactical, semantic etc.) Click here to read a great column written by Ann Landers which illustrates the kind of interlingual errors that occure (it's really humorous)
The purpose of this page is to provide the reader with a basic explanation of key CLAD I concepts. ( Written in plain language to help you pass the CLAD I exam ) In no way is it intended to be a complete or in-depth picture of what the authors and researchers have presented in their writings. My only hope is that these brief summaries will help clarify some of the key concepts in order to enhance your understanding.
Steve Concidine
The Dimensions of Language Proficiency
Cummins identifies two major dimensions of language proficiency. They are:
Communicative language skills (BICS) and
Academic language skills (CALP)
Cummins' view is that all language tasks fall into two categories. They are:
Context-embedded tasks which are either cognitively undemanding or cognitively demanding.
and
Context-reduced tasks which are either cognitively undemanding or cognitively demanding.
Cummins comes to several conclusions.
One is that all normal humans acquire language proficiency needed to complete context embedded, cognitively undemanding tasks.
Another conclusion is that among monolinguals the ability to complete cognitively demanding tasks in context-reduced situations varies among the population. It is based on the ability of the person and the amount of schooling.
Here's the summary in a nutshell:
Language proficiency is the ability to use language for both academic purposes and basic communicative tasks. (In order to be a proficient bilingual one needs to do both in both languages.)
The Natural Order Hypothesis
Basically, the Natural Order Hypothesis says that Grammar is acquired in a predictable manner in both L1 and in L2.
You don't teach to this order (in fact you really can't teach to this order), meaning that you don't wait till a person is ready for a particular grammatical structure before you can use it with them. (Then what do you do? Well, you provide the learner with a rich language background. Also, you concentrate on getting the message across.)
What should the language learner do? He/she should focus on getting messages. And the learners should do a lot of listening and begin talking and let the grammar come to them slowly and unforced.
The Monitor Hypothesis
Krashen says that we all have a monitor which is like an editor or a little voice in our head that edits what we say. I works after you have acquired a language. In order for the monitor to be working you need to have 3 conditions present.
1. Time - You have to have enough time. Conversations usually do not give you enough time to recall the rules.
2. Focus on Form - You can't really focus on the form (rules) during a conversation because you are too busy concentrating on the message. (It's happened to me a million times when speaking Spanish. I'll be listening to someone and the second that I think about vocabulary or rules etc. I'm lost!)
3. You have to know the rules. This is very difficult. Even native speakers don't know the rules but they still can communicate effectively.
(The monitor is that little voice in your head that tells you that it doesn't sound right to say something like "The boy talk to the girl." You would probably stop and correct and then go on.)
The Comprehensible Input Hypothesis
Communication is the main goal. Caretaker Speech should be used. (Speech that is modified to be helpful to the learner.) You should:
Use a lot of visual clues and deal with familiar topics.
You should give the learner a point of reference.
The language used should be somewhat tuned to the child's level.
You should provide plenty of context clues.
You should deal with the "here and now". Conversation should reflect the child's interest.
(" I +1") Take comprehensible input and add a little something new. (You are attempting to take the child from where they are now, in a comfortable place and you are going to add something new which with proper support the child will get. It is a concept which is very similar to the concept of teaching to the "zone of proximal development".)
You should also use key words, phrases and gestures to help the learner make conversations comoprehensible.
Krashen says that you can learn a 2nd language much faster if the input you receive is understandable. The use of objects, pictures etc. helps allow the learner to have something to relate to. Talking slowly helps a lot too.
The Affective Filter Hypothesis
The affective filter can really mess you up. It gets in your way and causes you to panic. It's the reason that you begin to stammer, stutter and sweat when you pseak in front of a group. It is that voice of doubt that always starts to talk to you in stressful situations. We are always looking for ways to lower it or eliminate it altogether. the of the Affective filter as a BAD THING to be lowered.
There are 3 variables which can affect performance when acquiring the ability to understand and speak a 2nd language. They are:
Self-confidence
Motivation
Level of anxiety (This is really important. If your anxiety level is high, then your acquisition will be very low.)
Dr. Krashen speaks of the "Rule of forgetting". This is when the learner forgets that they are speaking another language. At this point the affective filter is very low.
The Contextual Interaction Theory
The Contextual Interaction Theory rests on five empirically supported principles that describe how student input factors interact with instructional treatment to contribute to the desired goals of English language proficiency, academic achievement and psychosocial adjustment.
Principle One - The Linguistic Threshold
The Linguistic Threshold
Older studies showed negative effects of bilingualism on intelligence and academic success. Recent studies have shown the opposite. Positive effects of bilingualism on intelligence and academic success are well proven.
The conflict between these differing results is explained by the term "limited bilingualism" (less than native like)
"Subtractive bilingualism" is a term for the process by which one becomes a limited bilingual. With subtractive bilingualism, little effort is made to maintain the first language while learning English.
When the learner has native-like proficiency in both languages, positive results happen. Learners who are proficient bilinguals have been found to have superior cognitive development when compared to monolinguals.
Cummins describes 3 different types of bilingualism. They are:
Proficient bilingualism - High levels of proficiency in both languages with very positive effects. (higher threshold of bilingual competence)
1. Has positive cognitive effects
2. Has positive academic effects
3. May result from 2-way program, maintenance program, or education in home or in country of origin.
Partial bilingualism - Native-like levels of proficiency in one of the languages with neither positive or negative effects. (higher threshold of bilingual competence)
Limited bilingualism - Low levels of proficiency in both languages with negative effects (lower threshold level of bilingual competence)
1. Has negative cognitive effects
2. Has negative academic effects
3. May result from inadequate, inconsistent, and/or inappropriate instructional program.
Summary of Principle One:
For bilingual students the degree to which proficiencies in both L1 and L2 are developed is positively associated with academic achievement.
Principle Two - The Dimensions of Language Proficiency
Cummins identifies two major dimensions of language proficiency. they are Communicative language skills and Academic language skills.
Cummins view is that all language tasks fall into two categories:
Some tasks are what he calls context-embedded tasks which can be either cognitively demanding or cognitively undemanding.
Other tasks are called context reduced tasks. they also can be either cognitively demanding or cognitively undemanding.
Cummins reaches certain conclusions. One is that all normal humans acquire language proficiency needed to complete context embedded cognitively undemanding tasks.
Another conclusion is that among monolinguals the ability to complete cognitively demanding tasks in context-reduced situations varies among the population. It is based on the ability of the person and the amount of schooling.
Summary of Principle Two:
Language proficiency is the ability to use language for both academic purposes and basic communicative tasks. (In order to be a proficient bilingual one needs to do both in both languages.)
Principle Three - The Common Underlying Proficiency
Some hold the view that proficiencies in each language are developed independently or separately in the brain. (SUP or Separate Underlying Proficiency). There is little evidence to support this concept.
A more accepted view is that proficiency in managing linguistic tasks is seen as interdependent across languages. (CUP or Common Underlying Proficiency) The ability to master cognitively demanding tasks in one language paves the way for the bilingual learner to perform similar tasks in the other language. There is ample evidence to support this view.
Evidence shows that in dealing with cognitively demanding tasks, older students do better than younger studetns if they have developed academic language skills in their first language.
Summary of Principle Three
For language minority students the development of the primary language skills necessary to complete academic tasks forms the basis for similar proficiency in English
Principle Four - Second Language Acquisition
Krashen states that there are 2 ways for an individual to develp communicative competency in a second language.
The first is by learning. One learns the rules, grammar and sequential presentation.
The other way is by acquisition. Acquisition is subconscious. You are unable to describe the rules. Your focus is on communication and messages. The focus is on comprehending messages.
Which approach is best? A communicative-based approach based on contemporary theory in second language acquisiton is the most efficient and effective.
Acquiring a second language is dependent upon input that the brain can process.
Second language learners need sufficient understandable linguistic input - "Comprehensible Input"
Comprehensible Input must:
contain language structures that are already known to the learner. (Use of context clues, gestures, facial expressions, intonation, repetition, clear articulation etc..
have meaningful content - interesting material that encourages the student to persist in negotiating the meaning.
focus on meaningful messages, communicated in an understandable manner, that will ensure that grammatical structures are included.
The "Affective Filter" can impede or facilitate the studetn's production of language.
Anxiety impedes the student's abilities.
Low self esteem and self confidence also impede student success.
Summary of Principle Four
Acquisition of basic communicative competency in a second language is a function of comprehensible second language input and a supportive affective environment.
Principle Five - Student Status
Different treatment of students gets different results from students. People's expectations of themselves and others are based in part on status characteristics such as age, language, achievement, race, and so on.
Research has shown that educational input factors and instructional treatments which explicitly promote positive interaction between minority and majority students result in positive outcomes such as academic achievement.
Summary of Principle Five
The perceived status of students affects the interactions between teachers and studetns and among the students themselves. In turn, student outcomes are affected.
Behaviorist Theory - (This theory is hard to defend)
Behaviorists believe that children hear and imitate. (This theory does not account for child's utterances that haven't been heard before.It also doesn't take into account for a child's inability to imitate structures for which they don't have linguistic competence.)
Behaviorists believe that children begin to produce correct utterances because they receive positive reinforcement or negative reinforcement for incorrect utterances. (Most parents don't reinforce grammar they respond to content.)
Nativist Theory - (This theory is more defensible than Behaviorist Theory)
Nativists believe that we are born with an innate Language Acquisition Device.
We are born with all of the necessary neural and biological prerequisites for learning and using language.
We construct rules and apply them depending on our level of linguistic development.
Most contemporary experts agree that:
1. Children don't learn language by storing all words and combinations of words in a "Mental Dictionary".
2. Children do learn to understand and create sentences that they never have heard before.
3. Children must some way or other learn the rules.
4. Children pick up the rules without direct instruction
Children acquire Communicative Competence
1. The ability to use language in a social context.
2. Being able to use language that is socially appropriate
3. Use the language fitting the social situation. (Make new friends, negotiate etc.)
1. All languages have vowels, consonants, and rules that govern pronunciation
2. all languages have stress and tone.
3. All languages have nouns and verbs and ways to express descriptors such as size or color
4. All languages have notions: ways of talking about abstract things and functions: ways to communicate in certain ways such as apologizing, persuading, chastising, etc.
5. All languages have a way to pose questions, give commands, and make statements.
Three Goals for Language Minority Students
Language minority students should:
1. Attain high levels of English proficiency
a.) ability to understand, speak, read and write English like native speakers
b.) vocabulary in the normal range for native speakers of the same age
2. Achieve in academic areas (reading, writing, math equal to native speakers of English. Academic success! (One rational for primary language instruction is that it give non-English speaker access to core curriculum while they are learning English, thus insuring academic success.)
3. Experience positive psychosocial adjustment in a complex, multicultural society. Self Esteem!
Dr. Stephen Krashen, Professor Emeritus at the University of Southern California, poses with Mark Cooley, Azusa Unified's Director of Bilingual Services and Steve Concidine, Program Specialist / Bilingual Services, prior to Dr. Krashen's presentation at the Long Beach Hilton, Tuesday, October 29, 2002.
Krashen / Cummins Match
Do you know who is associated with the concept? Find the answers below.
BICS
CALP
LANGUAGE LEARNING
PARTIAL BILINGUALISM
COMPREHENSIBLE INPUT
AFFECTIVE FILTER
LIMITED BILINGUALISM
CUP
MONITOR
LANGUAGE ACQUISITION
PROFICIENT BILINGUALISM
NATURAL ORDER
Click Here to find The Answer Key
Krashen / Cummins Match
Do you know who is associated with the concept? Find the answers below.
BICS - Cummins
CALP - Cummins
LANGUAGE LEARNING - Krashen
PARTIAL BILINGUALISM - Cummins
COMPREHENSIBLE INPUT - Krashen
AFFECTIVE FILTER - Krashen
LIMITED BILINGUALISM - Cummins
CUP - Cummins
MONITOR - Krashen
LANGUAGE ACQUISITION - Krashen
PROFICIENT BILINGUALISM - Cummins
NATURAL ORDER - Krashen
