SECOND LANGUAGE ACQUISITION

1. Stages of Dr. JeffraFlaitz Saint Leo University SECOND LANGUAGE ACQUISITION

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

5. EXAMPLES OF CALP: Notice how much more formal the language is in word choice, grammatical complexity, and pronunciation.

7. Cummins urges teachers to bear in mind these two dimensions of every instructional task: cognitive demand contextual support CONTEXT EMBEDDED CONTEXT REDUCED underline proper nouns C A COGNITIVELY COGNITIVELY UNDEMANDING DEMANDING take lecture notes B D 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.

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

9. Which level is the MOST cognitively demanding? Offer additional verbs below that correspond to each of the levels of Bloom’s Taxonomy.

10. Re-order the tasks so that they move from those which are least cognitively demanding to those that are most cognitively demanding.

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

16. WHAT CAN LEVEL 2 ELLs DO?

17. WHAT CAN LEVEL 3 ELLs DO?

18. WHAT CAN LEVEL 4 ELLs DO?

19. HOW CHALLENGING IS ACADEMIC ENGLISH to ELLs at VARIOUS PROFICIENCY LEVELS?

20. MODIFICATION of INSTRUCTION

21. MODIFICATION of ASSESSMENTTASKS