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Language proficiency, bilingualism, and academic achievement
... A large number of studies have been carried out into the nature of LP with the aim of determining its relationship to performance on different types of academic tasks, especially among bilinguals and adult second/foreign language learners (e.g. Scholtz, Hendricks, Spurling, Johnson & Vandenburg 1977;Canale & Swain 1980;Cummins 1980Cummins , 1983Canale 1983;Carroll 1983;Rivera 1984;Sang, Schmitz, Vollmer, Baumert & Roeder 1986;Garcia 1988;Bachman 1990;Garcia 1991;Corson 1993;Gregory 2000;Lareau 2003). The findings, although inconclusive (cf. ...
... He further suggests that while everybody acquires BICS in L1 without formal education, CALP is promoted mostly through schooling. Cummins (1983) states that mastery of CALP takes much longer (five to seven years) for foreign language learners than BICS (about two years). In later work, Cummins (1983) used the concepts of context-reduced and context-embedded communication, where the former resembles CALP and the latter BICS, but with the added dimension of considering the context in which language is used. ...
... Cummins (1983) states that mastery of CALP takes much longer (five to seven years) for foreign language learners than BICS (about two years). In later work, Cummins (1983) used the concepts of context-reduced and context-embedded communication, where the former resembles CALP and the latter BICS, but with the added dimension of considering the context in which language is used. A good share of classroom, school-oriented language is context-reduced, while face-to-face communication with people is context-embedded. ...
The aim of this study was to examine the relationship between the language proficiency (LP) of Persian native speakers and bilingual speakers' academic achievement (AA). Four groups of Armenian and Persian high school students (60 males and 60 females) participated in the study. The data were collected through the Persian reading comprehension test (RCT) and the students' end-of-the-year grade point averages (GPA). The results indicated no difference between the language proficiency of Armenians and Persians. Moreover, the results showed an approximately similar positive correlation between LP and AA for all the groups irrespective of their first language (L1) background.
... According to Cummins' model of second language acquisition, there are two levels of language acquisition proficiency: social communicative language and academic communicative language (Cummins, 1983). Social communicative language is acquired through everyday social interactions such as face-to-face conversations (Cummins, 1983). ...
... According to Cummins' model of second language acquisition, there are two levels of language acquisition proficiency: social communicative language and academic communicative language (Cummins, 1983). Social communicative language is acquired through everyday social interactions such as face-to-face conversations (Cummins, 1983). On the other hand, academic communicative language is acquired through the exposure of academic setting and requires higher order of thinking such as analysis, evaluation, and interpreting abstract concepts (Cummins, 1983). ...
... Social communicative language is acquired through everyday social interactions such as face-to-face conversations (Cummins, 1983). On the other hand, academic communicative language is acquired through the exposure of academic setting and requires higher order of thinking such as analysis, evaluation, and interpreting abstract concepts (Cummins, 1983). According to Cummins (1983), a learner takes 5-7 years to be proficient in academic communicative language. ...
Introduction
Nursing students who speak English as a second language (ESL) face academic challenges such as academic and clinical underperformance and slower course progression. English language usage and its effect on Saudi undergraduate nursing students’ academic achievement is limited in the literature.
Objectives
To identify the level of and the effect of English language usage on academic achievement among Saudi undergraduate nursing students.
Methods
A cross-sectional, correlational descriptive design was employed. Data were collected from a convenience sample of nursing students (N = 90) attending a public nursing program in Saudi Arabia using English Language Usage Scale (ELUS-11). Data were analyzed using univariate, bivariate, and multivariate statistics.
Results
Saudi nursing students’ academic achievement was high. However, their English language usage was low. Yet, the student’s highest average score was related to listening, followed by reading, general, writing, and speaking. The general linear model revealed that English language usage influenced academic achievement (B = .026, p <.001) after controlling the sample gender and academic level.
Conclusions
The findings showed English language usage was associated with academic achievement. Saudi nursing students were willing to succeed in their studies despite their low levels of English skills. Providing English resources such as courses through extracurricular activities and workshops for the students might enhance their use of English, which might improve their academic achievement.
... The proficiency that serves in the surface level is named as BICS (Basic Interpersonal Communication Skills) and refers to the conversational proficiency or communicative skill which plays an important role in context-embedded and less cognitively demanding tasks that often takes place in everyday world outside the classroom. Meanwhile, the one in the deeper level is named as CALP (Cognitive/Academic Language Proficiency) and refers to the conversational proficiency or communicative skill which plays an important role in context-reduced and cognitively demanding communicative tasks that often takes place in the classroom (Cummins, 1980 and1983). In short, it can be inferred that the Common Underlying Proficiency which allows language transfer to take place actually refers to CALP (Cognitive/Academic Language Proficiency). ...
... This may happen due to the influence of the national examination of English subject which only puts a heavy emphasis on listening, reading, and grammar. (2) In further discussion about the common underlying proficiency, Cummins (1981 and1983) states that literacy-related aspects which are crucially needed for context-reduced and cognitively demanding communication is constituted in Common Underlying Proficiency. Context-reduced communication here refers to the communication that requires explicit and precise elaboration since the addressor and the addressee cannot negotiate meaning and have no situational cue (Carson and Kuehn, 1992:158) whereas cognitively demanding communication refers to the type of communication which requires the involvement of cognitive activity to accomplish the task assigned in classroom setting. ...
... The only way of communication that can fulfil such requirements is writing. (3) The positive transfer from L1 into L2 within the common underlying proficiency most likely to be found on super-sentential level, such as process monitoring, topic understanding, ideas generating, and organizing and structuring (Cummins, 1983 andWen, 2004). The transfer happens in this super-sentential level will be easier to be assessed and be promoted through writing. ...
p> Abstract: Language transfer always becomes an interesting topic to discuss in SLA. From the two types of language transfer take place in the process of language learning, this research aims to investigate the positive transfer occurs in junior high school students’ writing skill. The two languages to be involved in this research, Indonesian as L1 and English as L2. The analysis of the positive transfer within writing skill in this research is carried out under the theory of ‘Linguistic Interdependence Hypothesis’ proposed by Cummins. Correlational research design is employed to analyze the correlation between the students’ L1 (Indonesian) writing ability and L2 (English) writing ability. The analysis result shows that the positive transfer in students’ writing does not exist. This happens due to the lack of exposure that the students have in practicing L2 (English) writing.
Abstrak: Transfer bahasa selalu menjadi topik yang menarik untuk dibicarakan dalam pemerolehan bahasa kedua. Dari dua jenis transfer bahasa yang terjadi dalam proses pembelajaran bahasa. Penelitian ini bertujuan untuk menginvestigasi transfer positif yang terjadi dalam keterampilan menulis siswa SMP. Ada dua bahasa yang dilibatkan dalam penelitian ini, yaitu bahasa bahasa Indonesia dan bahasa Inggris. Analisis transfer positif dalam keterampilan menulis pada penelitian ini mengacu pada teori ‘ Linguistic Interdependence Hypothesis ’ yang digagas oleh Cummins. Penelitian ini menggunakan metode korelasional untuk menganalisis korelasi kemampuan menulis siswa dalam bahasa Indonesia dan bahasa Inggris. Hasil analisis menunjukkan bahwa tidak ada transfer positif yang terjadi dalam tulisan siswa. Hal ini terjadi karena kurangnya pajanan yang diterima siswa untuk mengasah keterampilan menulis dalam bahasa Inggris.
... With respect to the second checklist, the academic and language content of the three textbooks were evaluated in line with Cummins' (1999) CALP. This included cognitive IJALEL 10(4):106-115 elements (thinking skills), academic elements (integration of various academic subjects), and language elements (fostering critical language awareness, and comparing language elements) (see Cummins, 1983Cummins, , 1984Cummins, , 1999. This checklist was used to examine units, sections and topics in the three textbooks to ascertain whether they contained aspects of other subjects. ...
... These three dimensions are part of cognitive academic language proficiency (CALP). The latter, according to Cummins (1983Cummins ( , 1984, is the type of proficiency that requires EAL students to participate and communicate in cognitively demanding written and oral contexts characterized by diverse academic texts and by class discussions and lectures. In this case, the cognitive dimension is about activities that are cognitively challenging and that require students to apply high-order thinking skills as opposed to low-order thinking skills. ...
... CALP contrasts with basic interpersonal communication skill (BICS), which involves everyday social language in which students engage. Most importantly, CALP requires students to operate at Bloom's high-order thinking skills such as analysis, inventive thinking, and evaluation (Cummins, 1983(Cummins, , 1984(Cummins, , 1999; also see Abriam-Yago et al., 1999). ...
This study set out to evaluate three English as an additional language (EAL) textbooks used by junior high schools in the Ho West District of Ghana. It adopted a critical literacy framing and employed purposive sampling to select five junior high schools in the Ho West District. It utilised a modified version of Bloom’s (1956) taxonomy of cognitive dimensions and Cummins’ (1999) CALP, respectively, to evaluate the language contents of the three EFA textbooks: Book 1, Book 2, and Book 3. The three evaluated areas were: thinking skills; integration of various school subjects; and critical language awareness. Two of the findings of this study are worth mentioning. First, of the six cognitive dimensions of a modified version of Bloom’s taxonomy that are graded in degrees of cognitive complexity (e.g., from lower-order thinking skills to higher-order thinking skills), knowledge, as the first lower-order cognitive skill, was the most foregrounded in all the three textbooks. It was followed by understanding as the second lower-order cognitive skill. Second, all the three textbooks incorporated elements of other school subjects in their language contents in line with CALP. By contrast, all the three textbooks did not foster or develop critical language awareness. Overall, the three textbooks foregrounded lower-order thinking skills over higher-order thinking skills such as analysis, inventive thinking (synthesis), and evaluation.
... Ce sentiment d'appartenance s'acquiert lorsqu'on parle français, peu importe qu'il s'agisse d'une variété de langue régionale ou d'usages informels et contextualisés du quotidien. De plus, lorsque les enfants sont à l'école, ils sont « enculturés » dans la culture de l'école, dotée de ses propres discours que l'on peut qualifier d'usages décontextualisés de la langue orale (Cummins, 1983). On considère ceux-ci comme des types de compétences langagières liées au développement de l'écrit. ...
... On considère que l'année passée à la maternelle constitue une étape importante en milieu minoritaire pour permettre aux enfants d'apprendre le français. Dans ce contexte, Cummins (1983) suggère que les enfants ont besoin d'environ deux ans pour être assez à l'aise dans une langue pour fonctionner au quotidien. De plus, il est important de pouvoir distinguer entre les usages contextualisés et décontextualisés de la langue car ces derniers sont non seulement plus complexes, mais ils exigent aussi plus de temps pour être acquis. ...
... De plus, il est important de pouvoir distinguer entre les usages contextualisés et décontextualisés de la langue car ces derniers sont non seulement plus complexes, mais ils exigent aussi plus de temps pour être acquis. Cummins (1983) indique qu'il faut de cinq à sept années. Il ne s'agit pas là d'une règle rigoureuse; cependant, cela illustre qu'il faut plus de temps. ...
Une étude longitudinale a été entreprise afin d’étudier le développement de l’écrit soit l’acquisition de la lecture et de l’écriture, chez de jeunes enfants d’une communauté francophone minoritaire dans le nord de l’Ontario. Reconnaissant que différents facteurs langagiers peuvent jouer un rôle déterminant dans l’acquisition de la lecture et de l’écriture, nous avons mené un projet longitudinal de deux ans et avons suivi trente-cinq élèves de la maternelle (cinq ans) à la 1re année. Les variables étudiées sont : la communication orale, les habiletés métalinguistiques, la lecture et l’écriture. Les résultats de l’étude sont discutés en relation avec l’apprentissage de la langue, la réussite scolaire et l’éducation en milieu linguistique minoritaire.
... In line with this, Aase (2006: 12) adds that the aims of L1 as a subject and L2 teaching are similar; that is, "the development of text competence, language and genre awareness and intercultural competences". Little (2011) makes the point that the lower levels of the CEFR (A1-B1) focus on what Cummins (1984) calls Basic Interpersonal Communication Skills (BICS); that is, acquiring a language incidentally in social contexts whereas the higher levels (B2-C2) focus on Cognitive Academic Language Proficiency (CALP); that is, learning language intentionally as a school subject (a similarity between Cummins's concepts and Hulstijn's BLC theory cannot be missed). In other words, as Little (2011) explains, levels A1-B1 tend to focus mainly on listening and speaking interaction covering personal, familiar everyday communicative needs; for example: ...
... This affects, and is affected by, the complexity of defining proficiency in Arabic L2 (see Mohamed 2021b;Ryding 2018). What happens in the case of Arabic native speakers is that they develop BICS (or BLC) in CA then they develop CALP (or ELC) in MSA through formal education (see Cummins 1984 andHulstijn 2015 above). What happens in Arabic L2 teaching contexts is the opposite to this, i.e. teaching methods and materials focus on MSA, with its affinity to the literary, academic domain, overruling CA which is related to basic communicative needs. ...
The current chapter details the methodology followed in assessing and analyzing a writer-matched corpus of Arabic L1 and English L2 writing by bilingual writers (Zayed Arabic-English Bilingual Undergraduate Corpus [ZAEBUC]) using the Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR) (CoE 2001a). The chapter reflects on the effectiveness of the CEFR as a tool for assessing learners’ L1 and bilingual/ plurilingual writing competence. The findings indicate that due to the CEFR’s generic nature, it was generally possible to apply the framework to the assessment of L1 writing competence, although more research on specifying what linguistic features are characteristic of different levels would increase its reliability. However, the CEFR scale was not as effective in assessing plurilingual competence due to its descriptors having their roots in a monolingual view of language learning. The chapter concludes by stressing the need for further empirical research to validate the CEFR’s proficiency scales and to evidence them in SLA and learner corpora research.
... Theoretical support for the incorporation of EBs' home language in classrooms stems from the Common Underlying Proficiency theory, which argues that the transfer of cognitive or literacy-related skills can occur across languages since experience with both the home language and the language of instruction will promote the development of the proficiency that underlies both languages (Cummins, 1984). Therefore, the use of students' home language in English-dominant classroom is advantageous for young EBs, as the skills learners acquire using their home language will transfer to English, just as these skills learned in English will support the development of their home language proficiency. ...
... While the use of children's L1 is often documented as a resource for L2 language development (Cummins, 1979(Cummins, , 1984(Cummins, , 2000Koda & Zehler, 2008), this resource might be less available in English-dominant classrooms. However, the findings from this study indicate that when students do use Spanish, despite the English-dominant context, they are able to produce extended responses to their teachers' questions. ...
Purpose
Emergent bilinguals (EBs) from Spanish-speaking households are a sizable and quickly growing segment of the preschool population in the United States. However, there is limited research on the provision of opportunities for EBs to engage in language-rich classroom discussion, particularly in English-dominant contexts where most EBs attend preschool. This study focused on teacher and Spanish–English EBs' language interactions in an English-dominant preschool program to better understand whether and, if so, how teachers' use of questioning strategies provided extended oral language use opportunities for Spanish-speaking EBs in their classrooms.
Method
We adopted a sequential–explanatory mixed-methods design to examine audio recordings from whole-group instruction across seven preschool classrooms and investigate how EBs responded to teachers' conversationally responsive questioning strategies, with a specific focus on how they used Spanish as they composed extended responses. Researchers coded 31 audio recordings from 12 EB students to identify teachers' (n = 7) use of questioning strategies (closed-response, open-response, and single-word-response), as well as students' responses to questions (one-word-response or extended response) and Spanish use.
Results
Teachers' use of closed-response and single-word-response questions emerged as most important in supporting Spanish–English EBs' extended language use during whole-group instruction. Furthermore, the majority of student responses that included Spanish utterances were extended responses, underscoring the value of Spanish use for students to develop extended responses.
Conclusion
Findings suggest that equitable opportunities to enter into classroom dialogue for EBs might require more explicitly scaffolded questioning strategies and might necessitate the purposeful and intentional use of Spanish.
... English-medium instruction at degree level requires, among other things, the ability to handle advanced texts, summarize and synthesize complex information and use that information in constructing complex abstract arguments following specific disciplinary conventions. It has been proven that Cognitive Academic Language Proficiency (CALP), or the linguistic competence to employ language in highly abstract and decontextualized contexts, requires an upper threshold of linguistic competence (Cummins 1976(Cummins , 1983. This language threshold could be estimated somewhere between levels 4 and 5 of the Hong Kong's Diploma in Secondary Education (overall IELTS equivalent band scores between 6.31 and 6.51 for level 4 and 6.81-6.99 for level 5), judging from the official grade descriptors and samples of students' work (Garralda Ortega 2018). ...
... The profile that resulted from the IELTS diagnostic test of 1,406 students and the survey of nearly 45% of those students pointed at a typical learner able to understand simple texts if the topic is familiar and able to follow the development or parts of the development of an explicit argument and identify explicit opinions when they are clearly signaled, as well as make (at times) straightforward inferences and work out the meaning of unfamiliar words when a simple and familiar context is given, and either respond in part to simple written instructions requiring relevant information from the texts to complete a task (HKDSE 3) or follow simple instructions to locate and transfer some information relevant to a given task (HKDSE 2). 2 This reading ability can be considered below the Cognitive Academic Language Proficiency Threshold needed for English-medium education at degree level (Cummins 1981(Cummins , 1983(Cummins , 1985. ...
This paper explores whether the reading comprehension of complex texts can be facilitated through an online reading platform designed for novice readers with English proficiencies below the Cognitive Academic Language Proficiency (CALP) threshold. We hypothesize that computer-mediated text glosses could speed up lower-level processing in the readers’ working memory and thus enhance the overall comprehension of complex texts for study purposes. We tested 46 participants with estimated International English Language Testing System (IELTS) reading scores between 5 and 5.5, sampled from a pool of 1,406 students who took a diagnostic reading test and 631 students who completed a survey on their reading practices. Our participants were randomly assigned to read one General Reading IELTS text and one Academic Reading IELTS text, either on an on-screen Word file or on the e-reading platform with the glossing tool. The tests were video-recorded and the participants completed post-test interviews for further qualitative analysis. While the Mixed-model ANOVA did not suggest an interaction effect between the two language proficiency categories and the mode in which the tests were administered, it revealed a main effect on the use of online reading ( p < 0.01) across the 5–5.5 IELTS spectrum, indicating that the electronic glosses enhanced reading comprehension. Implications for further research and pedagogy are discussed.
... Die Verben der Beispiele zeigen fließende Grenzen zwischen den Sprachregistern, denn auch in der Alltagsprache gibt es mathematische oder für die Geschäftswelt typische Fachbegriffe ("reduziert", "Rabatt geben auf"). (Cummins 1986). Während für bildungssprachlich benachteiligte Lernenden kaum Differenzen zwischen Fach-und Bildungssprache bestehen, machen Lehrkräfte oft einen entscheidenden Unterschied: Fachsprachliche Sprachmittel werden im Unterricht meist explizit eingeführt, die bildungssprachlichen dagegen oft nicht. ...
... Überblicke in Özdil/ Prediger 2011). Dies gilt auch für Jugendliche der zweiten und dritten Generation, weil diese zwar all-tagssprachliche Fähigkeiten für Deutsch erwerben, jedoch über die bildungssprachlichen Lernvoraussetzungen nur eingeschränkt verfügen (Cummins 1986), obwohl diese für Schulerfolg entscheidend sind (s. o.). ...
Mathematikunterricht stellt hohe sprachliche Anforderungen, weil Lernende viele Sprachen verstehen, sprechen und schreiben sollen: Alltags-, Bildungs- und Fachsprache in jeweils unterschiedlichen Darstellungen. Dies ist nicht nur für Lernende mit Deutsch als Zweitsprache eine Herausforderung, sondern für alle Schülerinnen und Schüler. Vorgestellt werden Ansätze zur ganzheitlichen und zur fokussierten Förderung der Sprachen, die einen verständigeren Zugang zur Mathematik ermöglichen.
... This structured narrative task had a tight structure (Ellis, 2003), i.e., the story of the task had a clear plot, from beginning up to the end (Tavakoli & Skehan, 2005). Using pictures as prompts makes a task easier to be executed because they are concrete, immediate (Skehan, 1998), + Here-and-Now (Robinson, 2001b), and contextually embedded (Cummins, 1983). ...
... As is clear, this task had a loose structure, i.e., there was no plain chronological sequence, nor recognizable macrostructure (Tavakoli & Skehan, 2005). It was more abstract, remote (Skehan, 1998), There-and-Then (Robinson, 2001b) (i.e., tasks without contextual support), context reduced (Cummins, 1983), and self-provided (Ellis, 2003). Learners had to make decisions based on their own experience and prior knowledge, and provide reasons for their decisions. ...
Recently tasks, as the basic units of syllabi, and the cognitive complexity, as the criterion for sequencing them, have caught many second language researchers' attention. This study sought to explore the effect of utilizing the cognitively simple and complex tasks on high-and low-proficient EFL Iranian writers' linguistic performance, i.e., fluency, accuracy, lexical complexity, and structural complexity. At first, based on their scores on the writing test of TOFEL (2003), participants were assigned to high-and low-proficient writers. Participants in both groups first accomplished the simple task which was the narration of a story based on a set of pictures. One week later, they were asked to perform the complex task which was writing about a topic requiring reasons. Then the written productions were encoded on the measures of fluency, accuracy, lexical complexity, and structural complexity. Four two-way mixed-design ANOVAs were conducted. The results revealed that the learners significantly generated less accurate, more structurally complex, and more fluent language in the complex task. No significant effect was found for the lexical complexity measure. The high-proficient group performed significantly better in the four measures. The interaction between task complexity and writing proficiency did not yield any significant results. On the whole, based on the findings, the 'limited attentional model' was shown to be more accurate in comparison with 'cognition hypothesis' and the 'threshold level hypothesis' was not confirmed.
... The findings of this study could potentially assist school districts in understanding the way that different bilingual education programs and their tiered instruction can assist districts in more appropriately meeting the needs of their The major reason the focal district in this study is using a bilingual process is to foster best practices for bilingual students: to instruct, assess and intervene in the language most commonly known to the student and then add a second language based on this foundation. (See August & Shanahan, 2006;Cummins, 1983;Genesee et al., 2006;Greene, 1997;Krashen & McField, 2006;Rolstad et al., 2005;Slavin & Cheung, 2005;Willig, 1985). The examination of data from Transitional Bilingual Education (TBE), Dual Language (DL), Heritage Language (HL), Sheltered Language (SH), and General Education (GE) Programs, can serve to improve bilingual RTI programs and thereby promote a more (bi)literate society. ...
... The lack of direction from the state RTI and Common Core Standards initiatives regarding the specifics of optimizing bilingual education resulted in the focal school district employing a culturally responsive delivery model to service bilingual students. The system of three-tiered problem solvingbased RTI can include the assumptions that support bilingual education as native language support over second language immersion programs (Cummins, 1983;Willig, 1985;Greene, 1997;Rolstad et al., 2005;Slavin & Cheung, 2005;Krashen & McField, 2006). This research examined DL, TBE, HL, SH, GE support for RTI in K-6 student literacy and language proficiency, an area that to date had not been explored. ...
... Die Verben der Beispiele zeigen fließende Grenzen zwischen den Sprachregistern, denn auch in der Alltagsprache gibt es mathematische oder für die Geschäftswelt typische Fachbegriffe ("reduziert", "Rabatt geben auf"). (Cummins 1986). Während für bildungssprachlich benachteiligte Lernenden kaum Differenzen zwischen Fach-und Bildungssprache bestehen, machen Lehrkräfte oft einen entscheidenden Unterschied: Fachsprachliche Sprachmittel werden im Unterricht meist explizit eingeführt, die bildungssprachlichen dagegen oft nicht. ...
... Überblicke in Özdil/ Prediger 2011). Dies gilt auch für Jugendliche der zweiten und dritten Generation, weil diese zwar all-tagssprachliche Fähigkeiten für Deutsch erwerben, jedoch über die bildungssprachlichen Lernvoraussetzungen nur eingeschränkt verfügen (Cummins 1986), obwohl diese für Schulerfolg entscheidend sind (s. o.). ...
Im Mathematikunterricht spielen viele Sprachen eine Rolle: Symbolsprache; Bildersprache; Alltagssprache
in Deutsch, Türkisch, Russisch; Zeitungssprache und viele mehr. Verschiedene Facetten von Sprachen können Lernziel und Lernmedium sein. Zugleich ist Sprache aber auch eine Lernvoraussetzung, denn das Lernen von Mathematik setzt das Verstehen der gesprochenen bzw. geschriebenen Wörter voraus. Hieraus ergeben sich verschiedene Herausforderungen für den schulischen Mathematikunterricht, die es zu bewältigen gilt. Entsprechend haben wir in diesem Heft für Sie viele empirische Ergebnisse und praktische Ansätze zusammengestellt, um die Bedeutung von Sprache zu verdeutlichen, sprachliche Probleme zu erkennen und Sprache(n) zu fördern.
... This single-textbook policy, rare in Europe (shared only by Turkey, Georgia, and Ukraine) (Council of Europe, 2024), further discourages teachers from using additional resources, especially if there are only a few non-Greek students in the classroom. Another challenge is the lack of relevant training of teachers, who often believe that basic conversational skills in Greek (developed through language classes and social interactions) are sufficient for understanding complex historical concepts, thus overlooking the distinction between academic and conversational language proficiency (Cummins, 1992). This assumption may reduce their inclination to differentiate instruction for refugee students. ...
The present paper aims to critically evaluate the Accelerated Learning Program (ALP) material developed for middle school History, specifically designed for refugee students living and studying in Greece. The paper begins by examining the current Greek refugee integration policy, which relies heavily on Greek language instruction as the primary mechanism for inclusion. Following this, the analysis delves into the content of a history textbook created to support refugee students' learning in the subject. Concerning its contents, the textbook closely mirrors the National Curriculum for History, which research has often characterized as ethnocentric and lacking relevance for non-Greek student populations. The paper critically analyzes the ALP History textbook, highlighting its methodological choices that enhance student inclusion as well as its limitations as an effective learning resource for refugee students within a multicul-tural educational framework. The discussion culminates with preliminary suggestions for developing more inclusive history materials that better serve refugee students and promote a more culturally responsive approach to history education in Greece.
... In terms of language development, it is considered that dyslexic readers with relative impairment in their first language (L1) are likely to experience a similar range of difficulty in their second language (L2). Given the long-debated transfer effect from L1 to L2 in the literature (Cummins, 1983;James, 1980), people with dyslexia can anticipate difficulty learning a second language. The importance of giving special education students equitable and appropriate chances to acquire a second or foreign language cannot be overstated. ...
It is estimated that 10% of the world's population are dyslexic, and the ratio of dyslexia may be up to 20% in some countries. Considering this rate and the challenges that many dyslexic learners face when learning a foreign language in the classroom, it is crucial for language teachers to be aware of such challenges. Through an online questionnaire, this study seeks to understand whether English language teachers in Türkiye are well prepared to meet the particular educational needs of dyslexic language learners by implementing effective inclusive teaching methods. Descriptive statistics were used to analyse the data. Findings indicate that many English language teachers are not prepared enough to teach students with dyslexia. To overcome the difficulties experienced, teacher education programmes may be enhanced with additional activities and strategies to prepare novice teachers, while the teachers in the field are supported with more in‐service teacher training education such as seminars, webinars and workshops given by experts to increase their awareness of the needs of dyslexic language learners.
... Because they lack speaking proficiency in English and don't have any English proficiency courses, international students from nations where English isn't their native tongue may have trouble understanding lectures and have a tough time interacting with professors (Malik et al., 2021). Because of this, immigrant students need more time to fully grasp the second language and look for academic standards in the English language (Cummins, 1983). It takes roughly two years to acquire "interpersonal communication abilities" for everyday discussion. ...
The ability of international graduates to grasp a foreign language has become increasingly important as the demand for English-speaking workers has grown worldwide. To this end, several strategies for encouraging the use of English in academic settings have been implemented. International students' academic success may suffer if colleges refuse to recognize English as their first language. As a result, the current study's purpose is to assess the impact of English language ability, multilingualism, and perceived linguistic challenges on international students' academic achievement (GPA). Data was gathered for this purpose from three foreign colleges in Iraq. The results of the multiple regression show that multilingualism and English language proficiency significantly impact students' academic performance (GPA) while speaking, reading, and listening skills, as well as writing difficulty, are unimportant factors. Speaking, reading, and listening difficulties are among the four perceived language difficulties (GPA). According to the study's results, most respondents valued English fluency while managing a university's academic atmosphere. The research may also assist the researchers in developing their current study to raise the significance of their work.
... According to this vista of SLA, the controlling factor is the faculty for language, that all human beings have (Diyenti Rusdin et al., 2024). On a final note, to establish a complete grasp of L1 to L2 transfer which basically is one of the chief purposes of the conduct of this case study, Cummins (1983) suggests a "dual-iceberg" analogy to delineate the transfer of bilingual learners' first language to the second language. In Commin's model, L1 and L2 proficiencies intersect with the common sector, which is below the "surface". ...
Skinner’s behaviorist theory delineates how a child acquires L1; notwithstanding, what sets the present study apart from Skinner’s findings can be culled-out from the research context itself. This paper validates the principles behind behaviorist theory as proposed by Skinner (1985) taking into account applied linguistics context. Careful scrutiny of data reveals that the explored theory also plays a vital role in the gradual L2 acquisition through meaningful linguistic attempts (e.g., There are persons cutting trees without replanting; His friends Marilyn and Alicia clean the classroom) and reading activities by fostering affirmative learning atmosphere to induce positive language attitude towards L2 acquisition and functionality. Negligible errors in the process of L2 acquisition are attributed to linguistic variability, interlanguage, and inflectional morphology component. This study is advantageous to EFL learners and teachers globally for it highlights some linguistic implications indispensable to interpret the learning rate, lexical range, comprehensible input (CI), and language cognition of L2 students specifically in early language education. EFL educators may be able to provide meaningful linguistic activities by considering the essential tenets of this academic piece as well as the multiculturalism factor to L2 acquisition.
... Notes 1 I was not the first person to suggest this; my work built on that of scholars such as Jim Cummins (1992), whose conception of a difference between everyday spoken language and language at school was both widely taken up in productive ways and widely attacked along the same lines as I address here. See Cummins (2000) for an overview. ...
As a language teacher, teacher educator, and researcher over the past 40 years, my interests have been centered in classrooms where students are learning something else while also learning language. In the 1980s, as an English as a Foreign Language (EFL) teacher, my students were learning ‘English for specific purposes,’ where they brought knowledge from their fields, working as economists, in business or tourism, or as drivers and receptionists, and I saw how language teaching needed to focus on the language and discourse patterns that would be most relevant to the ways they would use English in their professional roles. In the 1990s, as a teacher educator and director of a university English as a Second Language (ESL) writing program, I saw how students' academic writing goals needed to be foregrounded. In the last 20 years, as a researcher in elementary and secondary schools, I engaged with, but also saw, shortcomings in ‘content-based’ language teaching (e.g., Moore & Schleppegrell, 2020; Schleppegrell, 2007, 2016, 2020; Schleppegrell et al., 2004).
... It is a process which allows a writer to rethink, reconfirmed or reconsiders and revises the thought in a ready manner. Cummin (1986) stated that, if we are to compare with speaking, writing is developed and produced in a context which the support of communication of meaning is devoid. When we write, the meaning which we try to convey must be explicit. ...
This study sets out to investigate the use of the process approach to teach guided essay to primary pupils. This study is to explore the problems faced by the pupils in writing guided essay and to identify the effects of using process writing in teaching guided essay. This study implemented the classification scheme of Quasi-experimental design adapted from Cresswell (2008) which deals with a single group test for the post-test, treatments and pre-test. Two sets of questionnaires were designed for the pupils and the teachers to answer. At the same time interviews were also conducted. These instruments were used as tools to examine the influence of teaching and learning essay using the process approach on the pupils. Sixty pupils from year 6 and five teachers were selected to participate in this study. The pupils were asked to write guided essays and the essays were marked using the assessment marking scheme of the UPSR format. Initially, by referring to the pre-test conducted, the pupils were unable to write their guided essay due to their weakness in idea organization, word choice and sentence fluency. However, after 4 weeks of treatment lessons, results in their post-test showed the improvements in the guided essay writing. To conclude, using process approach in teaching guided essay to primary pupils is an effective method. Although it might take longer durations to evaluate its effectiveness, with the teachers and pupils co-operation it can be achieved.
... According to this vista of SLA, the controlling factor is the faculty for language that all human beings have. On a final note, to establish a complete grasp of L1 to L2 transfer which basically is one of the chief purposes of the conduct of this case study, Cummins (1983) suggests a "dual-iceberg" analogy to delineate the transfer of bilingual learners' first language to the second language. In Commin's model, L1 and L2 proficiencies intersect with the common sector, which is below the "surface". ...
... According to this vista of SLA, the controlling factor is the faculty for language that all human beings have. On a final note, to establish a complete grasp of L1 to L2 transfer which basically is one of the chief purposes of the conduct of this case study, Cummins (1983) suggests a "dual-iceberg" analogy to delineate the transfer of bilingual learners' first language to the second language. In Commin's model, L1 and L2 proficiencies intersect with the common sector, which is below the "surface". ...
Three decades roughly when Skinner proposed behaviorist theory in the context of L1 acquisition exploiting sociolinguistic approach specifically. Subsequently, there have been dearth of studies conducted validating the claims of behaviorism in the field of applied linguistics. Thus, RQ1 highlights the principles of behaviorism towards L2 competence with tantamount research assumption. Taking into account the data presented, it reveals that there practically are features of behaviorism which contributed to the successful L2 acquisition by the L2 learners. This involves reward, habit formation as well as stimulus-response linguistic processes leading to the acceptance of the first assumption. Reward fosters positive attitude to further explore the unknown. It leads to an affirmative language attitude necessary to discover the full details of L2 learning. RQ2 delineates the possible linguistic factors that are contributory to the collective L2 performance during the investigation time frame. Primary linguistic factors could have been the minimal L2 exposure of the students to the target language due to transition phase which forced the students to switch codes occasionally to complete the cycle of communication. This study is valuable to the learners and teachers of ESL/EFL worldwide as it offers some pedagogical implications necessary to understand the learning pace, lexical index, comprehensible input (CI), and language attitude of L2 learners. EFL teachers could likewise provide appropriate teaching materials and communicative activities to bring the students to a high level of competence by degrees.
... Because they lack speaking proficiency in English and don't have any English proficiency courses, international students from nations where English isn't their native tongue may have trouble understanding lectures and have a tough time interacting with professors (Malik et al., 2021). Because of this, immigrant students need more time to fully grasp the second language and look for academic standards in the English language (Cummins, 1983). It takes roughly two years to acquire "interpersonal communication abilities" for everyday discussion. ...
The ability of international graduates to grasp a foreign language has become increasingly important as the demand for English-speaking workers has grown worldwide. To this end, several strategies for encouraging the use of English in academic settings have been implemented. International students' academic success may suffer if colleges refuse to recognize English as their first language. As a result, the current study's purpose is to assess the impact of English language ability, multilingualism, and perceived linguistic challenges on international students' academic achievement (GPA). Data was gathered for this purpose from three foreign colleges in Iraq. The results of the multiple regression show that multilingualism and English language proficiency significantly impact students' academic performance (GPA) while speaking, reading, and listening skills, as well as writing difficulty, are unimportant factors. Speaking, reading, and listening difficulties are among the four perceived language difficulties (GPA). According to the study's results, most respondents valued English fluency while managing a university's academic atmosphere. The research may also assist the researchers in developing their current study to raise the significance of their work.
... One important reason language programmes fail to prepare students well for academic study is that there is often a lack of understanding about what the term 'language proficiency' entails. Cummins (1980Cummins ( , 1984Cummins ( , and 1992) was one of the first scholars to provide a conceptual explanation of language proficiency. His framework has been useful and influential in this regard. ...
As critical reading is a process of active reader involvement, learners interact with the
author’s exposition and potentially construct conceptual understanding of its content,
a process for which Thinking Maps®
is a potential catalyst. This study examines the
potential effect of an instructional program based on Thinking Maps® on Jordanian
EFL tenth-grade students’ critical reading skills. It further probes the perceived
effectiveness of Thinking Maps® in developing their critical reading skills. Both
quantitative and qualitative data were sought by means of a pre-/post-test and a semi-structured interview. The findings reveal statistically significant differences in the
students’ critical reading skills in favor of the experimental group. The qualitative
analysis of the interview reveals that the participants perceived Thinking Maps® as
highly effective. Some implications and recommendations for EFL practitioners and
future researchers are put forth.
... One of these theories is the Common Underlying Proficiencies (CUP). According to Cummins (1983), L1 and L2 proficiencies overlap with the common sector. In other words, although L1 and L2 are separated proficiencies, they essentially overlap and share specific universal principles and limitations that are common to all natural languages. ...
Pedagogically, the issue of similarities and/or differences between the mother tongue and the foreign language is one of the interesting areas of second/foreign language acquisition and learning. Therefore, this study aims at exploring in which way the Turkish language (L1)
influences the English language (L2) learning through the perspectives of EFL undergraduate Turkish students, whereby the main focus is on the extent of the possible effects of the Turkish language (L1) on English learning (L2). A qualitative approach was employed, including 15 male and female students from Karabuk University studying in the
first year of the English Department whose mother tongue is Turkish. The majority of the findings showed negative transfer from L1 (Turkish) to L2 (English), including pronunciation, vocabulary, grammar, and thinking in the mother tongue (Turkish), whereas
the positive aspects involved only two aspects, namely similar alphabets, and vocabulary (cognates). These findings can be employed pedagogically for second language learning/acquisition through enhancing the positive aspects and overcoming the negative
ones.
... The point this chapter is trying to emphasize is that regardless of what language varieties are believed to be appropriate in a specific learning situation (e.g. formal written [or spoken] communication as opposed to informal spoken [or written] communication), there need to be general proficiency standards that map a logical progression of competence from the basic and concrete to the complex and abstract (Cummins, 1983). Although the debate about teaching one or more language varieties in the classroom in not peculiar to Arabic, it seems to be more dichotomising and taking up a lot of energy in TAFL, understandably due to the massive linguistic differences between MSA and colloquial Arabic (Ryding, 2018) and the varied sociolinguistic, ideological and practical considerations involved (see Al-Batal, 2018 for a whole publication on the issue). ...
This chapter analyses the reading content in four prominent Arabic textbook series that are widely used in the UK and USA to assess their reading proficiency progression. The reading texts in each series are analysed using the Dutch CEFR grid and assigned a level as per the CEFR proficiency scale. The findings reveal that there is a lack of consistency among the different textbook series with regards to how reading proficiency is construed at different levels, especially at the intermediate and higher levels. The chapter concludes by highlighting that Arabic material developers, textbook writers, and teachers would benefit from consulting a recognized and systematic reference of proficiency such as the CEFR in developing a comprehensive view of language proficiency in Arabic that includes defining common thematic areas, most needed and suitable functions, and relevant linguistic features for each language proficiency level.
... Others reported low but significant correlations (Gue & Holdaway, 1973;Light, Xu, & Mossop, 1987). These mixed results may be a function of the complexity of capturing and assessing the range of language skills needed for academic success (Cummins, 1983). Taking into account Cummins' Cognitive Academic Language Proficiency (CALP) construct (Cummins, 2003), questions arise regarding TOEFL as a useful measure of proficiency in the tertiary academic context. ...
Literature is replete with studies indicating the need to develop students’ language skills; however, little research has emphasized the importance of language proficiency in enhancing learning or performance in specific content-area courses. This study investigates whether a student’s English language proficiency can be associated with her performance in specific cognitive skills (knowledge, comprehension, application, and analysis) in an introductory accounting course. Data is summarized from students’ performance on their first financial accounting examination as well as from students’ academic history records as maintained by the university. A correlation analysis of the cognitive skills score with student language proficiency is used to identify initial relationships; and multiple regression analysis is subsequently used to identify interrelations between combined multiple dependent variables and the language proficiency variables. While the results show no association between TOEFL and overall performance, the mean of the English composition courses do show a significant association with knowledge and comprehension cognitive skills scores on the first financial accounting course. No associations are attached to the application and analysis cognitive skills. The results are meaningful to faculty in balancing language proficiency with quality instruction in content-area courses.
... According to Cummins (1992:151) a process of interaction could scaffold students' from 'where they were' cognitively to 'where we wanted them to be'. Hence a process of semiotic and semantic interaction in a classroom conditions could possibly improve chemistry teaching-learning outcome. ...
... Häufig finden beide Begriffe in der Analyse und Bewertung von schulischen Lehr-Lern-Prozessen Verwendung (Morek & Heller, 2012). So werden unter Begriffen wie Bildungssprache, Academic Language oder Cognitive Academic Language Proficiency (CALP) häufig Aspekte des schulsprachlichen und bildungssprachlichen Registers subsummiert (Cummins, 1979(Cummins, , 1986(Cummins, , 2017Morek & Heller, 2012;Schleppegrell, 2006). Für einzelne Analysen von Sprache im Lehr-Lern-Kontext ist dagegen eine Unterscheidung zwischen Schul-und Bildungssprache sinnvoll (Schleppegrell, 2001(Schleppegrell, , 2004. ...
Zusammenfassung
Gesamtüberblick : In Hinblick auf Text und sprachliche Variationen, die aufgrund von Anpassung an situative Bedingungen erfolgen, ist das Textverstehen ein zentraler Gegenstand, um sprachliche Schwierigkeiten, die aufgrund der Veränderungen von Sprache erfolgen, in der Mathematik antizipieren zu können. Dahingehend ist zur Einordnung des Textverstehens eine allgemeine Betrachtung der sprachlich kommunikativen Anforderungen im Fach Mathematik notwendig. Die Beschreibung des Textverstehens ist vielfältig und kann auf verschiedenen Ebenen stattfinden.
... Häufig finden beide Begriffe in der Analyse und Bewertung von schulischen Lehr-Lern-Prozessen Verwendung (Morek & Heller, 2012). So werden unter Begriffen wie Bildungssprache, Academic Language oder Cognitive Academic Language Proficiency (CALP) häufig Aspekte des schulsprachlichen und bildungssprachlichen Registers subsummiert (Cummins, 1979(Cummins, , 1986(Cummins, , 2017Morek & Heller, 2012;Schleppegrell, 2006). Für einzelne Analysen von Sprache im Lehr-Lern-Kontext ist dagegen eine Unterscheidung zwischen Schul-und Bildungssprache sinnvoll (Schleppegrell, 2001(Schleppegrell, , 2004. ...
In diesem Open-Access-Buch wird gezeigt, dass ein Instrument zur sprachlichen adaptiven Anpassung benötigt wird, um auf die sprachlichen Lernvoraussetzungen bei Textaufgaben von Lernenden im Mathematikunterricht reagieren zu können. Auf Basis eines quantitativen Vorgehens werden die sprachlichen Variationen in mathematische Textaufgaben festgestellt und als Grundlage für sprachliche Veränderungspraktiken genutzt. Anhand der Ergebnisse dieser Arbeit werden fünf Faktoren herausgestellt, die für die Variation von Textaufgaben bedeutsam sind: der erklärende, komprimierende, beschreibende, informative und instruktive Faktor. Zur Konzeption des Instruments werden der Einfluss auf die Aufgabenschwierigkeit und die Verbindung zu fachlich-kontextuellen Merkmalen bestimmt.
Der Autor
David Bednorz arbeitet als wissenschaftlicher Mitarbeiter am Institut für Didaktik der Mathematik an der Universität Bielefeld. Er beschäftigt sich mit fachsprachlichen Lehr-Lernprozessen in der Mathematik, besonders im Hinblick auf Strategien der Textanpassung von Textaufgaben, um auf sprachliche Lernvoraussetzungen und -hindernisse von Lernenden zu reagieren.
... Häufig finden beide Begriffe in der Analyse und Bewertung von schulischen Lehr-Lern-Prozessen Verwendung (Morek & Heller, 2012). So werden unter Begriffen wie Bildungssprache, Academic Language oder Cognitive Academic Language Proficiency (CALP) häufig Aspekte des schulsprachlichen und bildungssprachlichen Registers subsummiert (Cummins, 1979(Cummins, , 1986(Cummins, , 2017Morek & Heller, 2012;Schleppegrell, 2006). Für einzelne Analysen von Sprache im Lehr-Lern-Kontext ist dagegen eine Unterscheidung zwischen Schul-und Bildungssprache sinnvoll (Schleppegrell, 2001(Schleppegrell, , 2004. ...
Zusammenfassung
Gesamtüberblick : Die vorliegende Arbeit forciert die Analyse von Texten und die damit in Verbindung stehenden rezeptiven Prozesse. Entsprechend sind eine Klärung und Erörterung des Begriffs Text für den Mathematikunterricht notwendig. Bei der Definition, was als Text verstanden wird, ergeben sich unterschiedliche Kriterien aus der Literatur, die verschiedene Facetten des Begriffs Text aufgreifen (Abschnitt 3.1).
... These learners have usually acquired informal, colloquial language or Basic Interpersonal Communication Skills (BICS), but lack Cognitive Academic Language Proficiency (CALP). Cummins (1992) asserts that BICS consist of the 'visible' aspects of language, such as pronunciation, basic vocabulary and grammar, which allow learners to participate satisfactorily in undemanding everyday conversations. However, a more refined command of language or CALP is necessary if they are to achieve academic success. ...
In South Africa an increasing number of learners are taught through the medium of English. Limited English proficiency (LEP) learners who enter classes where English is the language of learning, encounter serious problems in coping with their academic work. These learners have usually acquired informal, colloquial language or Basic Interpersonal Communication Skills (BICS), but lack Cognitive Academic Language Proficiency (CALP). The primary aim of this article is to explore the language dilemma which Grade ten LEP learners' experience. From these findings, recommendations are made concerning ways in which educators can support English language acquisition in the context of the learning areas for which they are responsible. In this study the focus is on LEP learners in the Economics classroom. Although Economics has its own "language" or terminology, concepts are explained in English by the educator, as it is the language of learning. The researcher is a lecturer in the methodology of Economics, and became aware of the language problems of LEP learners while evaluating his student educators in the school setting.
... Meyer und Prediger (2012) unterscheiden mit Verweis auf Cummins (1986), Maier und Schweiger (1999) sowie Koch und Oesterreicher (1985) Merkmale von Alltags-und Fachsprache auch auf der Ebene der "Diskursfunktionen". Insbesondere lässt sich Mathematik als authentischer Anlass und damit als Chance betrachten, präzise Sprache zu nutzen und ihre Notwendigkeit einzusehen. ...
Der Band gibt Einblicke in die Kooperation zwischen den Fachdidaktiken, der Erziehungswissenschaft und der Germanistik im Modul „Deutsch für Schülerinnen und Schüler mit Zuwanderungsgeschichte“. In den Beiträgen zeigen sich Potentiale einer fachdidaktischen Pluralität mit einem übergreifenden Ziel: Sprachliche Bildung.
Die Zielgruppen
Studierende und Lehrende in lehramtsbildenden Fächern, der Erziehungswissenschaft und der Germanistik.
Die Herausgeberinnen
Dr. Yauheniya Danilovich ist akademische Oberrätin an der Evangelisch-Theologischen Fakultät der Westfälischen Wilhelms-Universität Münster.
Dr. Galina Putjata ist wissenschaftliche Mitarbeiterin und Koordinatorin des DaZ-Moduls am Institut für Erziehungswissenschaft der Westfälischen Wilhelms-Universität Münster.
... Later approaches maintained that the influence of L1 on L2 learning is more complicated than it was assumed. Cummins (1983) claimed that L1 facilitates L2 acquisition. However, Zoble (1982Zoble ( , 1983 maintained that the differences between L1 and L2 can slow down the learning of L2 in some cases and accelerate it in other cases. ...
Its a cross linguistic study of the L1 influence on L2 acquisition. This study examines some previous studies as well as the author's study and indicates that in some cases, the results obtained by the authors are not true when are compare with the results with the findings from other languages. This study concludes that to recognize the real factors affecting L2 acquisition, including the effect of L1, one needs to do a cross linguistic study and to see the bigger picture.
This volume contributes to ongoing discussions of ethics in Applied Linguistics scholarship by focusing in depth on several different sub-areas within the field. The book is comprised of four sections: methodological approaches to research; specific participant populations and contexts of research; (language) pedagogy and policy; and personal and interactive aspects of research and scholarship. Moving beyond discussions of how ethics is conceptualized or defined, the chapters in this volume explore ethics-in-practice by examining context-specific ethical challenges and offering guidance for current and future Applied Linguistics scholars. This volume responds to the need to provide context-specific research ethics training for graduate students and novice researchers interested in a variety of contexts and methodological approaches. After engaging with this volume, new and experienced applied linguists alike will gain familiarity with specific ethical challenges and practices within particular sub-disciplines relevant to their work and across the field more broadly.
Most teacher candidates have little experience with learning other languages. They therefore become cogs in the assimilationist machine that causes immigrants to lose native languages and become monolingual in English (Rumbaut, Massey, & Bean, 2006). In a time of devaluing immigrants (and their languages) and failure on the part of most Americans to learn other languages, educators need to focus on the role of other languages in promoting multicultural understanding and to increase language learning in the US. This chapter examines bilingual teacher candidates' experiences with language learning. For four years, students studying for ESL/bilingual licensure were asked to rate their language abilities, finding that 30% rated themselves as bilingual, with 70.43% of bilinguals describing themselves as heritage speakers. The authors report the overall findings as well as the bilingual heritage speaker candidates' own words on their experiences with language learning and maintaining their bilingualism.
The growing diversity of students in schools has raised important questions regarding how students learning English and discipline-content simultaneously succeed academically. This challenge has been exacerbated by disparities in resources among multilingual communities throughout the COVID-19 pandemic. In problematizing the shape of classroom discourse, this chapter examines a middle school language arts lesson that fosters abundant turns at student talk. Two questions are explored in this study: 1) How does the teacher transform from an initiator to facilitator? and 2) What moves allow students to extend response to authentic engagement? Through a systemic functional linguistics analysis, the findings confirmed students (n=11) were afforded abundant opportunities to extend responses, averaging 90% of talk time, yielding high cognitive thinking and sophisticated academic language use. Educators play a critical role in privileging the shape of classroom discourses. Such powerful spaces need to be preserved and thoughtfully planned to equitably empower all students.
According to the multidimensional view of reading comprehension (RAND), reading comprehension (RC) is influenced by three components: the reader, text, and task. A broader perspective considers factors beyond the cognitive and linguistic dimensions and incorporates the contribution of emotional condition. The present study examined individual differences in readers’ literacy and emotional involvement in the RC process, including the reader, text, and task components. A total of 230 Hebrew-speaking students in the fourth and fifth grades received a battery of emotional and non-emotional vocabulary, word reading, RC measures (simple and mental inferencing questions), and comprehension of different text types. The students were classified as typical readers (TRs), poor readers (PRs), minority-language (ML) students, and students with learning disabilities (LDs). In monitoring the reading fluency measure, an analysis of variance revealed that students with LDs performed significantly lower in all variables than the TRs and PRs. They also performed lower than the ML students in emotional factors such as comprehension of narrative texts and the theory of mind task. The findings highlight the language-specific nature of gaps in ML students vis-à-vis the complex multicomponent nature of deficits in students with LDs.
While there are many factors involved in delivering quality basic education, language is clearly the key to communication and understanding in the classroom. It is also a linguistic and societal reality that many developing countries are characterised by individual as well as societal multilingualism, yet a majority of multilingual societies in Africa continue to experience and even propagate a paradoxical situation in which a single foreign language is allowed to dominate in the education sector. For most African countries and other previously colonised countries all over the world, this has always been blamed on the colonial legacy. Ridiculously, because some of these countries detached themselves from their colonial masters more than half a century ago, yet have done little to correct the situation. In Kenya, for instance, the newly independent nation asserted the hegemony of English over local languages in its first post-independence education commission (Republic of Kenya 1964, 24). This paper argues the case for a paradigm shift in Kenya’s language in education policy through the introduction of multi/bilingual instruction in the school system. By deconstructing and interrogating the current policy that places English at the hegemonic pedagogical pedestal, the paper concludes that such a policy has been hinged on the perceived future benefits of English medium of instruction. Grounding its arguments on the notions of linguistic human rights and linguistic pluralism, the paper advocates for a radical shift in Kenya’s current language in education policy to an inclusion of other Kenyan languages including Sheng as one of the languages of instruction and communication within Kenyan school classrooms.
The history of plantation slavery and European colonization in the Caribbean has left in its wake a rich and complex linguistic landscape, a colonial education structure, and a set of contradictory (creole/colonial) identities and language attitudes that make it fertile ground for a critical examination of language education policy development in the region. Using Jamaica, a former British colony as an illustrative case, this article takes a critical look at the historical and current framing and development of the multilayered “onion” that is language education policy in the Caribbean – a uniquely creole/colonial region with conflicting language ideologies. I examine the goals, actors, processes, and challenges and possibilities of LEP implementation (Nero, Shondel. 2018. Challenges of language education policy development and implementation in Creole-speaking contexts. In Jodi Crandall & Kathleen Bailey (eds.), Global perspectives on language education policies , 205–218. New York: Routledge and TIRF – The International Research Foundation), and also look ahead, recommending ways that we might craft viable 21st century education and LEP goals for the Caribbean and other former colonies around the world, given their colonial legacy and transnational present and future.
The debate about the role of language proficiency in academic achievement is a perennial one. There have been many attempts to understand this relationship.
This chapter discusses some of the language issues and challenges that deaf and hard of hearing students (DHH) face in the school environment and argues that successful bilingual and multilingual education programs are necessary for DHH students, including professional training in deaf education around of the world. The chapter includes subtitle topics such as the historical development of bilingual education, deaf learners and deaf bilingual education, multilingual and multicultural education. The author concludes the chapter by making recommendations regarding the effectiveness of bilingual and multilingual education for DHH students. The goal is to support educators and professionals in the deaf education field to pay attention to bilingual deaf education through teacher professional development based on the field needs.
Most teacher candidates have little experience with learning other languages. They therefore become cogs in the assimilationist machine that causes immigrants to lose native languages and become monolingual in English (Rumbaut, Massey, & Bean, 2006). In a time of devaluing immigrants (and their languages) and failure on the part of most Americans to learn other languages, educators need to focus on the role of other languages in promoting multicultural understanding and to increase language learning in the US. This chapter examines bilingual teacher candidates' experiences with language learning. For four years, students studying for ESL/bilingual licensure were asked to rate their language abilities, finding that 30% rated themselves as bilingual, with 70.43% of bilinguals describing themselves as heritage speakers. The authors report the overall findings as well as the bilingual heritage speaker candidates' own words on their experiences with language learning and maintaining their bilingualism.
Background
Domestic ESL students in the university setting are usually not required to provide proof of English language proficiency. Language barriers may not be identified upon admission, which could put the ESL student at a disadvantage.
Purpose
The purpose of this study was to investigate associations between ESL students' English language proficiency admission criteria and academic performance in a nursing program when compared to native English-speaking students.
Method
This study utilized a cross-sectional design with a convenience sample of nursing students in an undergraduate nursing program. A survey was administered to identify ESL students and English language proficiency admission criteria including time in an English-speaking environment and attendance at an English-speaking educational institution. Bivariate data analysis identified associations between the ESL students' admission criteria and academic variables when compared to native English-speaking students.
Findings
The majority of ESL students were domestic ESL students. A relationship was identified showing domestic ESL students meeting the criteria for second language acquisition underperformed on several academic variables when compared to native English-speaking students.
Conclusion
The study results identified a need to determine the English language proficiency of underperforming domestic ESL students who may benefit from resources to assist in communication in nursing practice.
The series is the expression of the Center for Research on Teaching of Languages, which in Edizioni Ca’ Foscari also has a magazine, Linguistics Education - Language Education, EL.LE, and a necklace, Intercultural Communication, COMINT, dedicated to this important but overlooked aspect of language mastery. In the series, the volumes of which are approved by three blind referees before publication, are three types of search space: a. studies on the epistemologic nature of the science that studies language education, in the wider meaning that includes Italian mother tongue, second and foreign, modern languages and classical ones; b. operational studies on methods, strategies, language teaching methodologies; c. quantitative and qualitative surveys on particular aspects of language teaching in the various training areas. The collection hosts studies of scholars working both at Ca’ Foscari University and in other institutions.
This paper explores Cummin's dual iceberg metaphor in terms of bilingual proficiency in the Maldivian context and the gradual switch to English-medium instruction. Bilingual education was implemented in the Maldives on the premise that the earlier a student is introduced to a foreign language and the greater is her exposure, the better will be her proficiency in the foreign language. Research on bilingualism contradicts this naïve and intuitive understanding of how a student achieves bilingual proficiency. The paper concludes by briefly outlining the manner in which the switch to the English-medium by policy actors was made and the consequent marginalization of mother tongue .and erosion of societal values
The chapter briefly discusses the terms used to refer to the language or languages first acquired by an individual as well as variations between language acquisition and learning in Caribbean settings. The chapter then goes on to explore prevailing attitudes to language and trends in education policy. A summary of relevant research on home language is presented with the ensuing discussion focusing particularly on the relationship between home language, second language acquisition, the development of proficiency and literacy, and, more generally, academic success. The final section presents some reasons why the inclusion of home language in education is beneficial, particularly in Caribbean contexts.
ResearchGate has not been able to resolve any references for this publication.