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JIM CUMMINS
Professor of language and literacy development at the ontario institute for studies in education; Strong advocate for bilingual and L2 learning as it improves the classroom environment
emerging language learners' (ELL)
During the period of 1970-1980s, Cummins compared ____ performance in an English Standardized (??) test with english speakers; He noticed there are ____ who converse fluently but
perform poorly in academic tasks
language
JIM CUMMINS: His research has laid the foundation for the understanding that ___ is a part of cognitive development not behavior
graph for BICS & CALP
commonly known _____ that helps to show the level of cognitive demands versus how abstract or concrete the language activity is
BICS & CALP
In 1979, Jim Cummins coined these acronyms; processes that help teachers to understand a student's language fluency
BICS: Basic Interpersonal Communication Skills
measure of conversational fluency or social language, Includes basic speaking and listening skills, developed through everyday interactions with language such as speaking with a friend, on the phone or even sending a text
BICS: Basic Interpersonal Communication Skills
Examples:
Survival language,
Understanding and using non-verbal communication, Understanding written directions on worksheets (with or
without illustration)
CALP: Cognitive Academic Language Proficiency
better known as academic language; uses vocabulary for a specific field of interest, usually used in the classroom or workplace
CALP: Cognitive Academic Language Proficiency
Examples: Writing an essay, Listening to the news, Understanding research paper, Doing hands-on experiments through scientific inquiry
Listening, speaking, reading, writing
CALP: Cognitive Academic Language Proficiency Includes all four modalities:
Basic Interpersonal Communication Skills
BICS:
Cognitive Academic Language Proficiency
CALP:
Quadrant 1
concrete and cognitively undemanding language activities; such as a face-to-face introduction, conversation, or a video call, Survival Vocabulary
Quadrant 3
concrete and cognitively demanding; includes activities such as a job interview or a class presentation, hands- on science experiment
Quadrant 2
abstract and cognitively undemanding activities; such as a diary entry a phone call or a text message, reading and writing for personal use
Quadrant 4
abstract yet cognitively demanding; include activities such as a standardized exam or a research paper; writing reports and essays
understanding language for pedagogical purposes this dichotomy does not work out so well
LIMITATIONS OF BICS & CALP
BICS, CALP
LIMITATIONS OF BICS & CALP: Highly developed _, Underdeveloped _
BICS & CALP is not a one-size-fits-all theory
Since each situation presents differing cognitive demands and diverse students come with differing background relationships with english =
blurred
The quadrant lines can actually become ___ or changed completely depending on the situation
language abilities
UNDERSTANDING STUDENTS' LANGUAGE ABILITIES: As educators we need to make sure that we are aware of our students ___ ___: just because they are speaking fluently with their peers it doesn't mean they don't need further language support
socially fluent
___ ___ is not the same as using the language at the same academic level as their native english peers
five and seven
Academic language: can be very specialized; takes between ____ __ ____ years to develop on par with native english speakers
six months to two years
Social Language: takes between ________ to develop into fluency
Giving list of definitions or translations, use of images and drama, connecting to ELs cultural background, Translanguaging, get to know students
WAYS TO TAILOR YOUR LESSON FOR ELs
Translanguaging
avoid relying solely on best practices and strategies and instead build new understandings and learning paths between your students first and second language
success in the classroom
IMPORTANCE OF BICS & CALP: Jim Cummins' theory gives educators another look at their students development which helps students experience
Task Analysis
taking a task and breaking it up into teachable components or parts
Discrete Response & Chain of Responses
When selecting a skill to teach you first want to think about the target skill and whether is a:
Discrete response
involves a single step with a clear beginning and ending; E.g. activating a switch or saying hello
Chain of responses (Chained Tasks)
skills that require multiple responses to complete; E.g. hand-washing or doing division
TASK ANALYSIS WITH PICTURES
breaks down the steps for the student and just adds that picture representation
VISUAL SUPPORTS
common in using task analysis for students with disabilities
identification of teachable component,
basis for data collection, set occasion, Saves teaching time, Allows more than one person, home-school communication tool FUNCTION OF A TASK ANALYSIS
Selecting a goal, Writing quality, Selecting instructional strategies task analyses, Choosing a data collection method
USING TASK ANALYTIC INSTRUCTION
Watch someone perform sequence, Determine critical steps, Consider partial participation
CONSIDERATIONS IN WRITING A TASK ANALYSIS
partial participation
Some students with disabilities cannot independently perform all the steps, they can be taught to perform selected components or adapted version
Be more active in a task, Make more choices, Provide more control
partial participation: Used to help a learner:
encouraging the learner
partial participation: may have a goal of _____ to be more active in their routine to make choices or to have more control
Field Test Task Analysis
Having someone that's not part of developing the task analysis have them perform the steps; You want to be careful of what you include in the steps; Go back and evaluate and think of things that maybe you would have left out
Chaining
HOW TO TEACH TASK ANALYSIS TO STUDENTS
Chaining
method for teaching sequential skills or skills that require several steps and that are accomplished in a set order
FORWARD CHAINING
Involves teaching the initial step first; Instead of directing your teaching efforts on the last step that isn't done independently you find the first step that the child needs to learn and work forward through the task analysis
FORWARD CHAINING
PROCESS: there's 10 steps in the task analysis, student performs the first step and the teacher reinforces that, teacher would complete steps 2 through 10 and then once the child learns each step they work forward only one at a time through the task analysis, perform step 2 lots of reinforcement the teacher would complete 3 through 10, student would complete 1 2 & 3 with lots of reinforcement and the teacher would complete steps 4 through 10
BACKWARD CHAINING
moves a student from the last part of the task to the beginning,
student and the task
the decision to use either forward chaining or backward chaining is dependent on the
last step
BACKWARD CHAINING: USED WHEN: student can be taught a task easier from the ___ ___ of the task than the first the
BACKWARD CHAINING
PROCESS: Student is provided with assistant through the process until the last step, Student is encouraged to complete the last step alone, If prompts are provided than they are faded as soon
as possible so that that last step is independent, When the last step is mastered the student is provided help until she or he is able to perform the
step before the last one, Each step is mastered prior to the final step and the
student is completing more and more ending steps independently until she or he is able to do it without any assistance
broken down into the smallest steps
in order for any of the training program to be successful it is necessary that the task is _____ necessary for the child to learn
TOTAL TASK CHAINING
training the student has given opportunity to perform each step every time, variation of forward chaining because it has the addition to reinforcers after every step
successful
RESEARCH ON CHAINING PROCEDURES: all of chaining procedures have been proven __
task and the student
RESEARCH ON CHAINING PROCEDURES: there are different advantages to different types of chaining but that also depends on the ____
Backward chaining
RESEARCH ON CHAINING PROCEDURES: ____ ___ has a theoretical advantage because of readily available conditioned reinforcer to
strengthen new response
no differential effects
RESEARCH ON CHAINING PROCEDURES: Comparisons of forward chaining & backward chaining:
Task analytic instruction
is an evidence-based practice and using forward chaining and backward chaining and total test rate chaining are ways to teach task analysis
classroom
SCHOOL-AGE LANGUAGE DEVELOPMENT: Period where there is drastic change in terms of demand in; Increased demand to participate in communication, in the more academic side
Pragmatic and Semantic Skills
SCHOOL-AGE LANGUAGE DEVELOPMENT: Characterized growth in language particularly in
exception to the rules
SCHOOL-AGE LANGUAGE DEVELOPMENT: Children learn the ______ learned during school-age period
adult-like
SCHOOL-AGE LANGUAGE DEVELOPMENT: During the school-age period, their language is more ___ but there are few syntactic structures that are not
5
SCHOOL-AGE CHILDREN'S DEVELOPMENT: Pragmatic: Uses mostly direct requests, Repeats for repair, Begins to use gender topics
6
SCHOOL-AGE CHILDREN'S DEVELOPMENT: Pragmatic: Repeats with elaboration for repair, Uses adverbial conjuncts now, then, so, though; disjuncts rare
7
SCHOOL-AGE CHILDREN'S DEVELOPMENT: Pragmatic: Uses and understands most deictic terms, Narrative plots have beginning, end. problem, and resolution; Semantic: Uses left/right, back/front, Shifts from single-word to multiword definitions
8
SCHOOL-AGE CHILDREN'S DEVELOPMENT: Pragmatics: Sustains concrete topics, Recognises nonliteral meanings in indirect requests, Begins considering others'' intentions
9
SCHOOL-AGE CHILDREN'S DEVELOPMENT: Pragmatics: Sustains topics through several turns, Addresses perceived source of breakdown in repair, Produces all elements of story grammar; Semantic: Has generally completed most of syntagmatic--paradigmatic shift, Begins to interpret psychological states described with physical terms (cold, blue) but misinterprets
10
SCHOOL-AGE CHILDREN'S DEVELOPMENT: Semantics: Comprehends in and on used for temporal relations, Comprehends more familial terms
11
SCHOOL-AGE CHILDREN'S DEVELOPMENT: Pragmatics: Sustains abstract topics, 20% of narrative sentences still begin with and; Semantics: Creates abstract of definitions, Has all elements of conventional adult definitions, Understands psychological states described with physical terms
12
SCHOOL-AGE CHILDREN'S DEVELOPMENT: Pragmatics: Uses adverbial conjuncts (4/100 utterances) otherwise, anyway, therefore, and however, disjuncts really and probably
classroom, provide information
LANGUAGE USE: There is an increase in the demands of the ____ require major changes in the use of language; Increase in ability to ___ ___
Explain, express, describe, direct, report, reason, imagine, hypothesize, persuade, infer, cause, predict outcomes
LANGUAGE USE: Uses language to:
repetitions
SPEAKING STYLE: More ___ with same age peers, compared to unfamiliar communication partner and parents
social rules
SPEAKING STYLE: Notice the ____ ___ when communicating with peers
different codes
SPEAKING STYLE: Uses ___ ___ for parents and other unfamiliar communication partners → more demands and whining for parents
introduce a topic, sustain it and close or change it
TOPIC INTRODUCTION AND MAINTENANCE: Improved ability to _____; Increase in rate of maintaining introduced topics
relevance
Decrease in number of different topics introduced or reintroduced → __: Adherence to the _; School-Aged: More closely related: Plane → Travel → Sights → People met
Concrete → abstract
8
Concrete topics: __ years old
11
Abstract topics: ___ years old
3 to 5
INDIRECT REQUESTS emerge between ages ____ years old
declarative
INDIRECT REQUESTS: Comprehension of indirect requests begin with ____ forms and eventually mature to interrogative forms
Polarity
INDIRECT REQUESTS: negatively stated statement but the message is positive as compared to positively states statement but message is negative
awareness
CONVERSATIONAL REPAIR: There is an increase in ___ of others and towards listener's need; Notice that they go beyond themselves, see if they're understood, if the listeners are following
repetition
CONVERSATIONAL REPAIR: Children who are of 6 years of age tend to elaborate some elements in the ___
breakdown
CONVERSATIONAL REPAIR: Older children provide additional input for the listener and can identify source of ___
3-5 years
CONVERSATIONAL REPAIR: age: repetitions
6 years
CONVERSATIONAL REPAIR: age: elaboration of elements in repetitions
9 years
CONVERSATIONAL REPAIR: age: providing additional information
accurate and correct
DEIXIS/DEICTIC TERMS: Full Contrast: Production of deictic terms are more; School-aged: demonstrative and basic deictic terms, and move them around to change function
7
DEIXIS/DEICTIC TERMS: Demonstrative pronouns are mastered by __ years old
vocabulary, word meanings, and figurative language
SEMANTIC DEVELOPMENT: Marked changes in their
increase in lexical items
VOCABULARY GROWTH: An _____ within this period was observed
root words and morphological variation
VOCABULARY GROWTH: "School aged children store words based on _____"; E.g. store the word meaning of day, days, daily
activities, information
VOCABULARY GROWTH: New words reflect ___ done and ___ learned in school; Remember, doubt, conclude, assert