ENG505 Final Term Notes

ENG505 · Short Notes · Lesson: 21

Three Models proposed by Cummins and Swain (1986)

CUP, BICS, CALP

CUP (Common Underlying Proficiency model) - According to Cummins and Swain people who are learning second language follows a framework of language structures and functions driven from a person’s knowledge of one language to help him or her learn the second or additional language known as CUP.

Linguistic Interdependence hypothesis - according to which the first language has a relationship with other languages which is different form the surface but interdependent internally

SUP (Separate Underlying Proficiency) – Contrary to CUP, SUP proposes that there is no relationship exists between the first and other languages and languages work independently in the central processing system.

Distinction of Bilingualism

I.

Additive bilingualism

The process involves adding second language, not replacing the first language with the second language. Learners develop both fluency and proficiency in second language while continuing to develop proficiency in their first.

II.

Subtractive bilingualism

The process whereby, the second language is added at the expense of first language and the learning of SL interferes with the learning of FL and replace it.

BICS - According to Cummins, Basic Interpersonal Communication Skills (BICS) are considered to be not very demanding as they are the language skills needed in social situations. Being

Some of the examples of BICS are:

•  Observing speakers’ non-verbal behavior (gestures, facial expressions and eye actions)
•  Observing others’ reactions
•  Using voice cues such as phrasing, intonations, and stress
•  Observing pictures, concrete objects, and other contextual cues

CALP - refers to the stage of learning that learners go through after they have mastered social language communication skills. It is the stage where the development of academic language proficiency takes place in context reduced academic situations. It includes;

Content-specific vocabulary Developed in 5 to 7 years

Comparison of BICS and CALP · BICS · CALP

Cognitively undemanding (simple language, everyday structures, familiar topics) Cognitively demanding (field specific vocabulary, complex language structures, new ideas) Context-embedded (face to face, gestures, facial expression, concrete objects of reference) Context-reduced (lack of non-verbal cues, abstract language)

CALP: Suggested Activities

•  Writing story innovations
•  Holding book reviews
•  Enacting plays
•  Discussing what you have read
•  Collecting words
•  Conducting debates
•  Selecting role-plays Presenting thematic viewpoints

Lesson: 22 · Goal of language learning Research · The interplay between Research and Teaching

•  Pica (2005) mentions that ‘as teachers and researchers, we cannot work in isolation to each other if we are to help our students meet their needs and accomplish their goals.
•  Teachers should know what students learn, how and why instruction influences such learning.
•  Linguists believe that it is wrong to isolate language into items but it is better to present language as a whole in chunks.

Factors are vital for bridging language learning research and language education:

1. Need analysis (situations where the student has some specific reasons to learn a language) includes: Learners’ professional needs Learners’ language skills Learners’ deficiencies in the area of language skills
2. Determining methodologies include: Direct Method Communicative language learning Community language learning Suggestopedia
3. Evaluation includes:

•  Placement assessment (to ensure that course isn’t going to be too easy or too difficult for learner)
•  Observation of learning (monitoring learners’ activities to ensure its appropriateness towards learning goal)
•  Short-term achievement assessment (monitoring what learners are learning from course)
•  Diagnostic achievement assessment (Pointing weaknesses are provide remedy for them)
•  Proficiency assessment (assessing the language as a whole (4 skills) rather than from content of particular course)

Different SLA theories – How these theories support language teaching methodologies in classroom; The behaviorist theory of language learning emphasizes accuracy and form and not allowing errors. The interactionist theory giving learners the opportunity for conversation where they receive meaningful input from teachers and students. The ‘comprehensible input’ theory, the emphasis is not on the interaction, but on providing input through listening and/or reading. Teaching what the learner is ready to learn. Not only recognizing a role for instruction, but also assuming that not everything has to be taught.

Form-based knowledge - How a linguistic unit is to be acquired in order to use it appropriately in any situation

Uses of form-based knowledge

•  Planning and monitoring output
•  Noticing features in input
•  Noticing the gap between their own production and the target
•  Speeding passage through developmental sequences

Lesson: 23

Applied Linguistics (Davies and Elder) - It deals with the social problems that involve language. Major issues that require inquiry include:

•  Teaching of language effectively
•  Training of interpreters
•  Evaluating a bilingual program

According to Schmitt and Celce-Murcia, applied linguistics covers eighteen areas. Few of them are;

1. Language and its acquisition
2. Language and cognition
3. Language and the brain
4. Language and culture
5. Language and interaction
6. Language and media
7. Language and ideology
8. Language and assessment