1. Stages of SECOND LANGUAGE ACQUISITION
Dr. Jeffra Flaitz Saint Leo University

2. If you remember nothing else . . .
SOCIAL LANGUAGE
BASIC
INTERPERSONAL
COMMUNICATION
SKILLS
ACADEMIC LANGUAGE
COGNITIVE
ACADEMIC
LANGUAGE
PROFICIENCY
These terms were first introduced by Professor Jim Cummins in 1999.

3. EXAMPLES OF BICS:
Notice how colloquial the vocabulary is, how relaxed the pronunciation is, and how transparent the topic is
children
Expressive—Marcy sat on my potato chips!
Receptive– Clean up this mess right this minute!
adults
Expressive—You’re not gonna believe what Marcy did!
Receptive—What should we do about our Marcy problem!

4. Where Used With Whom For What Purpose
BICS takes
6 mos to 2 years to develop
in social situations at school
(e.g. bus, cafeteria) where the message is reinforced by the context
native English speakers (teachers & classmates)
learners of English, esp. those not sharing a common first language
day-to-day oral communication
oral interactions that are not cognitively demanding and language is not specialized

5. EXAMPLES OF CALP:
Notice how much more formal the language is in word choice, grammatical complexity, and pronunciation.
Children need to be taught how to use this kind of language
Expressive—Presumably, Marcy was unaware that the bag of potato chips had been placed on the chair.
Receptive—According to the author, what may be one of the consequences of Marcy’s crushing the potato chips?
Adults use this kind of language only in specific circum-stances
Expressive—I’m writing to lodge a complaint against the parents of Miss Marcy Witherspoon.
Receptive—Pursuant to your claim of 8/10/08, we are now in the process of investigating the circumstances…

6. Where Used With Whom For What Purpose
CALP takes
5 to 7 years
to develop
in academic tasks in which the language itself increasingly carries most of the meaning
teachers
audience of classmates
oral and written tasks which are cognitively and linguistically demanding
(e.g. comparing, evaluating, applying)

7. underline proper nouns
CONTEXT EMBEDDED
CONTEXT REDUCED
COGNITIVELY COGNITIVELY
UNDEMANDING DEMANDING A C D B
underline proper nouns
take lecture notes
NOTICE that underlining proper nouns in a text is cognitively undemanding and allows the learner to use the text as a context for selecting proper nouns.
Cummins urges teachers to bear in mind these two dimensions of every instructional task:
cognitive demand
contextual support

8. of HIGHER ORDER THINKING
BLOOM’s TAXONOMY
of HIGHER ORDER THINKING
ORIGINAL
NEW and IMPROVED

9. Which level is the MOST cognitively demanding
Which level is the MOST cognitively demanding? Offer additional verbs below that correspond to each of the levels of Bloom’s Taxonomy.
create, design, formulate
judge, argue, support
compare, distinguish, examine
choose, illustrate, solve
describe, explain, identify
define, list, repeat

10. COGNITIVELY UNDEMANDING COGNITIVELY DEMANDING
LOOKING UP WORDS IN A DICTIONARY
WATCHING AN EDUCATIONAL VIDEO
LABELING ILLUSTRATIONS
DEMONSTRATING A PROCESS
COMPLETING A T-GRAPH
WRITING AN ESSAY
FILLING IN BLANKS WITH A WORD BANK
GIVING AN ORAL REPORT
COGNITIVELY DEMANDING
Re-order the tasks so that they move from those which are least cognitively demanding to those that are most cognitively demanding.

11. CONTEXT EMBEDDED CONTEXT REDUCED
Now, based on the cognitive demand of the tasks shown at the bottom of the screen, decide if each belongs in quadrants A/B or C/D.
CONTEXT EMBEDDED
CONTEXT REDUCED
COGNITIVELY COGNITIVELY
UNDEMANDING DEMANDING A C D B
multiple-choice  match  demonstrate  retell  project  state opinion  define  list  present orally  experiment  underline  short answer  find error  1-on-1 oral assessment  draw  describe  circle  classify  summarize  analyze

12. CONTEXT EMBEDDED CONTEXT REDUCED
LOOKING UP WORDS IN A DICTIONARY
WATCHING AN EDUCATIONAL VIDEO
LABELING ILLUSTRATIONS
DEMONSTRATING A PROCESS
COMPLETING A T-GRAPH
WRITING AN ESSAY
FILLING IN BLANKS WITH A WORD BANK
GIVING AN ORAL REPORT
CONTEXT REDUCED
Context Embedded Language: Communication occurring in a context that offers help to comprehension (e.g. visual clues, gestures, expressions, specific location). Language where there are plenty of shared under-standings and where meaning is relatively obvious due to help from the physical or social nature of the conversation (Baker, 2000).
Re-arrange the tasks so that they progress from context EMBEDDED to context REDUCED.

13. CONTEXT EMBEDDED CONTEXT REDUCED
Now, based on the cognitive demand of the tasks shown at the bottom of the screen AND the degree of context embeddedness, decide if each belongs in quadrants A, B, C, or D.
CONTEXT EMBEDDED
CONTEXT REDUCED
COGNITIVELY COGNITIVELY
UNDEMANDING DEMANDING A C D B
multiple-choice  match  demonstrate  retell  project  state opinion  define  list  present orally  experiment  underline  short answer  find error  1-on-1 oral assessment  draw  describe  circle  classify  summarize  analyze

14. CONTEXT EMBEDDED CONTEXT REDUCED
COGNITIVELY COGNITIVELY
UNDEMANDING DEMANDING A C D B
state opinion
analyze
describe
draw
match
circle
list
retell
project
experiment
demonstrate
present orally
summarize
multiple choice
define
find error
classify
Can you explain why each of these tasks might fall into the quadrant in which they are shown?
multiple-choice  match  demonstrate  retell  project  state opinion  define  list  present orally  experiment  underline  short answer  find error  1-on-1 oral assessment  draw  describe  circle  classify  summarize  analyze

15. WHAT CAN LEVEL 1 ELLs DO? PRE-PRODUCTION or “SILENT PERIOD”
0 to 6 months
duration
Follow 1-step directions
Point, draw, highlight, underline, gesture
Learn simple vocabulary
competencies
Act out, circle, point, draw, match
Copy words; Look up in bilingual dictionary
Answer “yes” or “no”
test item types

16. WHAT CAN LEVEL 2 ELLs DO? EARLY PRODUCTION 6 months – 1 year duration
Production of simple words/sentences
Emphasis on listening, absorbing
Following simple directions
competencies
Show, circle, point, highlight, underline
Complete graphic organizer
Write single words and short sentences
test item types

17. WHAT CAN LEVEL 3 ELLs DO? SPEECH EMERGENCE 1 to 3 years duration
More frequent speech, longer utterances
Heavy reliance on context, familiar topics
Comprehension of gist with visual support
competencies
Re-tell
Fill-in-the-blank with 1 or 2 words
List, label
test item types

18. WHAT CAN LEVEL 4 ELLs DO? INTERMEDIATE FLUENCY 3 to 5 years duration
Use of English as a vehicle for learning
Gaps in academic vocabulary
Demonstration of higher order thinking
competencies
Summarize, describe, narrate, state opinion, predict outcome
Role-play
test item types

19. HOW CHALLENGING IS ACADEMIC ENGLISH to ELLs at VARIOUS PROFICIENCY LEVELS?
IMPOSSIBLE
LEVEL 1
EXTREMELY DIFFICULT
LEVEL 2
VERY DIFFICULT
LEVEL 3
DIFFICULT to MANAGEABLE Comparable to mainstream peer
LEVEL 4

20. CRITICAL THINKING SKILLS INSTRUCTIONAL SETTING STUDENT COMPREHENSION
MODIFICATION of INSTRUCTION
CRITICAL THINKING SKILLS
INSTRUCTIONAL SETTING
categorize classify
proximity coop. groups
sequence predict
centers individualized focus
COMPREHENSIBLE INPUT
GRAPHIC ORGANIZERS
highlight paraphrase
K-W-L flow chart
teach vocab simplify grammar
T-graph word web
STUDENT COMPREHENSION
ASSESSMENTS
drawing outlines
word bank simplify language
learning logs sentence starters
open book demonstration

21. MODIFICATION of ASSESSMENT TASKS
Provide additional time
Allow use of a bilingual dictionary
Limit choices
Ignore spelling/grammar errors
Underline or bold key word(s)
Include visuals, charts, graphs
Provide examples of instructions
Allow (limited) use of textbook
Provide a word bank
Allow use of class notes
Simplify language
Read test questions aloud
Create matching items
Allow oral response
Use yes/no instead of true/ false
Eliminate combination answers
Allow preview of essay questions
Provide first sentence of an essay