Operational DefinitionsOperational DefinitionsDr. Elva Cerda PérezDr. Elva Cerda Pérez

University of Texas /TSC BrownsvilleUniversity of Texas /TSC Brownsville

IntroductionIntroduction

Teaching the language minority Teaching the language minority studentstudent

Learn some basic operational Learn some basic operational definitions definitions

Ask yourself: What is my Ask yourself: What is my background and interest in this background and interest in this matter?matter?

AgendaAgenda

Present the operational Present the operational definitions definitions

Offer opportunities for Offer opportunities for clarification and discussionclarification and discussion

Additive BilingualismAdditive Bilingualism

A process by which individuals A process by which individuals develop proficiency in a second develop proficiency in a second language subsequent to or language subsequent to or simultaneous with the simultaneous with the development of proficiency in development of proficiency in the primary language.the primary language.

Affective FilterAffective Filter

Refers to the effects of personality, Refers to the effects of personality, motivation, and other affective motivation, and other affective variables on second language variables on second language acquisition.acquisition.

These variables interact with each These variables interact with each other and with other factors to raise other and with other factors to raise or lower the affective filter.or lower the affective filter.

When the filter is high, the second When the filter is high, the second language learner is not able to language learner is not able to adequately process information.adequately process information.

Basic Interpersonal Basic Interpersonal Communicative Skills (BICS)Communicative Skills (BICS) Construct developed by James Cummins,Construct developed by James Cummins,Educational psychologist at the Ontario Educational psychologist at the Ontario

Institute for Studies in Education (OISE)Institute for Studies in Education (OISE). Refers to basic communicative fluency . Refers to basic communicative fluency

achieved by all normal native speakers of a achieved by all normal native speakers of a language. language.

.. BICS are not strongly related to academic BICS are not strongly related to academic performance in formal schooling contextsperformance in formal schooling contexts

. These are mastered by age 3 or 4. These are mastered by age 3 or 4

Comprehensible second languageComprehensible second languageInputInput

Refers to understandable and Refers to understandable and meaningful language directed at meaningful language directed at second language learners under second language learners under optimal conditions.optimal conditions.

Characterized by language, the L2 Characterized by language, the L2 learner already knows plus a range learner already knows plus a range of new language made of new language made comprehensible in formal schooling comprehensible in formal schooling contexts by the use of certain contexts by the use of certain planned strategies.planned strategies.

Strategies include, but are not limited Strategies include, but are not limited to:to:

Continued Comprehensible Continued Comprehensible InputInput

Focus on communicative Focus on communicative conscent rather than language conscent rather than language formsforms

Frequent use of concrete Frequent use of concrete contextual referents;contextual referents;

Lack of restrictions on L1 use by Lack of restrictions on L1 use by L2 learners, especially in the L2 learners, especially in the initial stages;initial stages;

Immersion ClassesImmersion Classes

Subject-matter classes periods Subject-matter classes periods delivered in the second delivered in the second language in which the teachers:language in which the teachers:

Group L2 learners togetherGroup L2 learners together Speak in “foreigner talk” to Speak in “foreigner talk” to

provide supportprovide support Provide substantial amounts of Provide substantial amounts of

“comprehensible second “comprehensible second language Input”language Input”

Limited BilingualismLimited Bilingualism

level of bilingualism at which level of bilingualism at which individuals attain less than individuals attain less than native like proficiency in both the native like proficiency in both the first and second language.first and second language.

Bilingual Education ProgramBilingual Education Program

An organized curriculum that An organized curriculum that includes:includes:

Native language development Native language development and instructionand instruction

Second language development Second language development and instructionand instruction

Cognitive Academic Language Cognitive Academic Language Proficiency (CALP)Proficiency (CALP) Construct developed by James Construct developed by James

Cummins and is the other part of Cummins and is the other part of communication skillscommunication skills

Refers to aspects of language Refers to aspects of language proficiency strongly associated with proficiency strongly associated with literacy and cognitive developmentliteracy and cognitive development

CALP is strongly related to academic CALP is strongly related to academic performance in formal schooling performance in formal schooling contexts.contexts.

Communicative-based ESLCommunicative-based ESL

Focus is on language functions, i.e.., the Focus is on language functions, i.e.., the purpose for using the language is used, purpose for using the language is used, and not on language form:and not on language form:

Refers to a second language instructional Refers to a second language instructional approach in which the goals, teaching approach in which the goals, teaching methods, techniques, and assessments of methods, techniques, and assessments of student progress are all based on student progress are all based on behavioral objectives defined in terms of behavioral objectives defined in terms of abilities to communicative messages in the abilities to communicative messages in the target language.target language.

Language functions: asking questions, Language functions: asking questions, narrating, describing, challenging, etc.narrating, describing, challenging, etc.

Partial BilingualismPartial Bilingualism

A level of bilingualism at which A level of bilingualism at which individuals attain native-like individuals attain native-like proficiency in the full range of proficiency in the full range of understanding, speaking, understanding, speaking, reading, and writing skills in one reading, and writing skills in one language but achieve less than language but achieve less than native like skills in some or all of native like skills in some or all of these skills in the other these skills in the other language.language.

Proficient Bilingualism or Proficient Bilingualism or Balanced BilingualBalanced Bilingual

A level of bilingualism at which A level of bilingualism at which individuals attain native like individuals attain native like proficiency in the full range of proficiency in the full range of understanding, speaking, reading, understanding, speaking, reading, and writing skills in both languages.and writing skills in both languages.

A level of proficiency attained in all A level of proficiency attained in all areas and in all domains.areas and in all domains.

Submersion Classes or Submersion Classes or ProgramsPrograms Classes or programs where second Classes or programs where second

language learners are mixed with language learners are mixed with native speakers of the second native speakers of the second language;language;

No special instructional support is No special instructional support is given to the second language given to the second language learner;learner;

Language minority students Language minority students commonly experience a form of commonly experience a form of subtractive bilingualism which results subtractive bilingualism which results in limited bilingualism.in limited bilingualism.

Subtractive BilingualismSubtractive Bilingualism

Process by which individuals do Process by which individuals do not develop proficiency in the not develop proficiency in the second language;second language;

The focus is on “taking away” The focus is on “taking away” the native language.the native language.

In this program the teachers are In this program the teachers are not…..not…..

SummarySummary

Knowledge of basic concepts or Knowledge of basic concepts or constructs is necessary to constructs is necessary to understanding the literature on understanding the literature on teaching language minority students.teaching language minority students.

As you read, write or discuss this As you read, write or discuss this topic, be clear; use the terms topic, be clear; use the terms appropriately; respect the appropriately; respect the communication of clear informationcommunication of clear information

Continued SummaryContinued Summary

Use these terms; study with Use these terms; study with your group or groups; keep a your group or groups; keep a glossary throughout your glossary throughout your training program and as you training program and as you become a professional become a professional educator.educator.

Where to get more informationWhere to get more information

Books on the topicBooks on the topic NABE Research Journal, TESOL NABE Research Journal, TESOL

Quarterly, and othersQuarterly, and others National Clearinghouse for Bilingual National Clearinghouse for Bilingual

EducationEducation 1118 221118 22ndnd Street, NW Street, NW Washington, DC 20037Washington, DC 20037 Or on internet :gopher.ncbe.gwu.eduOr on internet :gopher.ncbe.gwu.edu