Second Language Acquisition and Academic Language Development

Shelby Smith

Second Language Acquisition and Academic Language Development

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The Three Pillars of Academic Language

BICS vs CALP

3 Key Factors

Second Language Acquisition and Academic Language Development TOPICS

Teacher Action Plan

Major Challegnes

BICS VS CALP

BICS:

CALP:

-CALP stands for Cognitive Academic Language Proficiency. -Academic language needed for success in school and professional settings. -Used in more complex cognitive tasks like essays, solving problems, and understanding content in subjects like math, science, or history.

-BICS stands for basic Interpersonal Communicative Skills. -The everyday, conversational language skills that people use to interact in social settings. -Lanuage abilities required for basic communication in everyday language.

The 3 Pillars of Academic language

SYNTAX AND GRAMMAR: -In academics, there are more structed and longer sentences which require higher cognitive processing to be able to understand.

VOCABULARY KNOWLEDGE: -Discipline -This includes specific words, verb tenses , and passive voices. -These are words and terms that are unique to a particular academic field. -Examples: photosynthesis, algebra, and metabolism. -These are crucial for understanding content and participating in subject-specific discussions

DISCOURSE: -How language is organized in essays, reports, and lab write-ups. -These have unique formations for how they are presented.

3 Key Factors that Impact SLA

Access to the Language

Motivation and Attitude

Age

AGE

AGE

From the age of infancy and puberty is when the brain is most likely to pick up on a new language. After that, the brain can not comprehend like they used to. After this pronounciation and learning the language becomes very difficult. Though children after this age can still aquire a new language, it has been found that it is harder to obtain and learn this new language then it would in that period of time.

ACCESS TO THE LANGUAGE

ACCESS TO THE LANGUAGE

The more opportunities that children get to interact with the language, the more they are able to pick up on pronounciation and fluency. Being around the language more often provides the brain to process and recognize patterns. So when children do not have access to the language, they are not getting that interaction that they need.

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MOTIVATION AND ATTITUDE

MOTIVATION AND ATTITUDE

When a student has motivation to learn the language, they push themselves to be around the language more often. Having more motivation and a positive attitude to persist in the language and interact with those who speak it, provides better success.

Major Challenges

Major Challenges

LIMITED ACCESS TO RESOURCES:

LACK OF PRIOR EDUCATION:

LIMITED LANGUAGE ABILITY:

Many EB students have a limited proficiency in their language ability in both their native language and English. This can halt their ability to grasp new concepts, in which teachers have to find a way to help these students with that.

Some students do not have the proper resources to practice English at home. This can include books in English or other things that others might have. This creates a fallback and can slow the language acquisition.

Some students come from a background that they did not get the same or as much education as others. This can hinder their educational expiriences and school based languages.

Teacher Action PLan

Teacher Action Plan

GRADE: 2nd Grade

SIOP STRATEGIES: 1. Vocabulary with visuals: When introducing vocabulary words in a book, I would provide and show real life examples in which would make these words relatable to my students. This would make it easier for them to grasp the new vocabulary. 2. Story Mapping Organizers: This would make a visual in which the students can see in order to comprehend the story. When using the graphic organizer, students practice discussing and writing about the story using academic language

ACTIVITY: After reading a short story as a class, in groups the class will create a Story Poster. This poster would include things such as the setting, characters, problem, and solution. This can include visuals or words. After creating these posters, they would present them to the class as a group. This gives the students the chance to practice these CALP words after learning them. CONNECTION TO SLA CHALLENGE: This activity can connect to the difficulty to transform from BICS to CALP language. By practicing with your students before, getting these words familarized, and working with peers, the transformation from BICS to CALP would be much easier.

CONTENT AREA: ELA

Reading Comprehension and Vocabulary

Thank You!

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