Second Language Acquisition and Academic Language Development

Second Language Acquisition and Academic Language Development

Greeley Neeper, EDUC 3310, Spring 2025

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THE iceburg theory, The three pillars of academic language, & Three key factors that impact SLA

BICS

CALP

Basic Interpersonal Communication Skills:

Cognitive Academic Language Proficiency:

• Are the language skills used in daily personal & social interactions.
• Not directly related to academic success
• Developed in 1-3 years.

• Involves complex vocabulary and concepts used in school and professional settings.
• Requires higher-level thinking and problem-solving skills.
• When developed in the first language, contributes to the development of CALP in the second language

Syntax & Grammar

Discourse

Vocabulary Knowledge

Peers & Role Models

Age

Cultural Background

TEACHER ACTION PLAN

Challenges

• Students often come from diverse cultural and linguistic backgrounds that may not align with the assumptions, examples, or expectations in academic language learning. This can make it difficult for for EBs to connect with the content in the way teachers intend.

• Many English learners have limited opportunities to interact with English in meaningful contexts outside the classroom. This lack of exposure can significantly hinder their language development, especially for academic language.

Syntax & Grammar

• Vocabulary knowledge supports various academic language functions, such as explaining, comparing, analyzing, and summarizing.
• It enables students to use the right words to describe processes, make arguments, or present evidence in academic discussions.

SIOP STRATEGY (1)

Graphic Organizers are great tools to use for teaching students the Enlgih language. It helps students organize information in a structured way. These provide a visual representation of how concepts or ideas are connected, making academic language more accessible.

Vocabulary knowledge

• consists of subject-specific terms, complex words, and phrases that are essential for understanding and expressing ideas in academic contexts.
• It includes both general academic vocabulary (used across subjects) and disciplinary-specific terms (unique to fields like science, history, etc.).

CHALLENGE

Using the word webs can connect new vocabulary with their existing knowledge. For students coming from diverse cultural and linguistic backgrounds, this is especially important. When students create a word web, they can make connections to words in their first language or to experiences from their own culture that are similar to the concepts being taught.

SIOP STRATEGY (2)

Having guided discussions can provide students practice using academic language in context while interacting with their peers. You can group up students and give guided discussion topics, specifically asking them to communicate with each other using academic language. They can help each other, and then share their academic answers with the class.

GRADE LEVEL & CONTENT AREA

8th Grade English

Discourse

• refers to the way language is organized in academic writing or speaking.
• A strong vocabulary foundation helps students use appropriate terms and structures to build coherent, complex arguments and navigate different types of academic texts (essays, reports, discussions).

CULTURAL BACkground

• Learners from a culture that places high value on formal education may be more motivated to learn a second language academically.

• Cultural exposure also shapes understanding and use of expressions, gestures, and social cues in the second language, which are critical for effective communication.

AGE

• Younger learners often acquire a second language more easily and quickly. This is due to the brain’s greater plasticity in childhood, which makes it more adaptable to learning new sounds and structures.
• Older learners may face challenges in acquiring native-like pronunciation but can still achieve high proficiency, particularly in formal or academic language skills.

Peers & Role Models

• Peer interactions can encourage learners to experiment with language use. Positive role models, such as bilingual or fluent speakers, can inspire learners and provide examples of how to use the language effectively in real-life situations.
• Negative peer influences, like teasing or mockery, can hinder a learner’s confidence and motivation.

EXAMPLE ACTIVITY

For an 8th grade English class, I could use "Word Webs" to teach them vocabulary. Using a word web template, I would provide them with vocabulary words, then my students would write the definition, synonym, antonym, category, descriptor, and an example. This will teach them the word, as well as the context the word will be used in. This is a great activity for all students.