Three Theories on Bilingualism Cummins Approaches Goals Review

Three Theories on Bilingualism Cummins’ Approaches

Goals • • Review theories on bilingualism Apply theories to classroom

Theories • • • Common Underlying Proficiency Threshold Theory Developmental Interdependence Theory

Common Underlying Proficiency • Refers to what is commonly known as balance proficiencies, but takes it one step further (Baker, 1997)

Common Underlying Proficiency • • Language attributes are not apart in the cognitive system, but transfer readily and are interactive. Lessons learned in one language can readily transfer into the other language.

Common Underlying Proficiency The Iceberg Analogy L 1 Surface Features L 2 Surface Features Surface Level Common Underlying Proficiency Central Operating System

Common Underlying Proficiency • Separate Underlying Proficiency (SUP) VS • Common Underlying Proficiency (CUP)

Common Underlying Proficiency Parts • The thoughts that accompany talking, reading, writing and listening come from the same central engine. There is on integrated source of thought. • People have the capacity to store easily many languages, and can also function in many languages with ease. • Information processing skills and educational attainment may be developed through two languages. Cognitive functioning and school achievement may be fed through any channel, they feed from the same central processor

Common Underlying Proficiency • • The language used in the classroom needs to be sufficiently well developed to be able to process the cognitive challenges in the classroom. Speaking, listening, reading or writing any of the languages helps the whole cognitive system to develop. However, if made to operate in an insufficiently developed language, the system will not function at its best. Operating in a poorly developed L 2, will result in poor quality and quantity of what they learn in complex curriculum materials. Oral and written form may appear weak and impoverished.

Common Underlying Proficiency • When one or both languages are not functioning fully cognitive functioning and academic performance may be negatively affected.

Thresholds Theory • • The further the child moves toward balanced bilingualism, the greater the likelihood of cognitive advantages. There are two thresholds or levels of language competence that has consequences for a child. Limits which children will be likely to obtain cognitive benefits from bilingualism. Suggests that there are children who may derive detrimental consequences from their bilingualism.

Thresholds Theory • • First threshold is level to reach to avoid negative consequences of bilingualism. Second threshold is a level required to experience the possible benefits of bilingualism.

Thresholds Theory Balanced Bilinguals Second Threshold Less Balanced Bilinguals First Threshold Limited Bilinguals L 1 L 2

Thresholds Theory • Balanced Bilinguals • • • Less Balanced Bilinguals • • • Age-appropriate competence in both languages Positive cognitive advantages Age-appropriate competence in one language Unlikely positive or negative advantages Limited Biinguals • • Low levels of competence in both languages Likely negative cognitive consequences

What are cognitive consequences • • Coping with curriculum materials Processing information Deductive reasoning Metalinguistic awareness (analysis of linguistic knowledge and control of linguistic processing)

Problems with theory • Defining level of language proficiency necessary to • • avoid negative effects obtain positive advantages

Developmental Interdependence Hypothesis • • • Suggests that child’s second language competence is partly dependent on the level of competence already achieved in the first language The more developed the first language, the easier it will be to develop a second language When the first language is at a low stage of evolution, the more difficult the achievement of bilingualism will be.

Language skills required for education • Basic Interpersonal Communication Skills (BICS) • • Context embedded Comprehension Speaking Pronunciation Vocabulary Grammar Cognitive/Academic Language Proficiency (CALP) • • • Context reduced Analysis Synthesis Meanings Creative Compositions

BICS/CALP Conversational Proficiency Cognitive Processes Language Proficiency Knowledge Comprehension Application Analysis Synthesis Evaluation Surface Pronunciation Vocabulary Grammar Semantic Meaning Functional Meaning Cognitive/Academic Proficiency

Limitations • • • Different dimensions to language Moving from one dimension requires evolving, dynamic, interacting and intricate, not a dichotomy Lack of empirical support, difficult to operationalize Terms BICS and CALP may oversimplify Relationship between language development and cognitive development is not simple. Other factors affect them.

BICS/CALP • Helps explain child failure in the schools. Cognitive Undemanding Quadrant 1 Quadrant 2 Context Embedded Communication Quadrant 3 Quadrant 4 Context Reduced Communication Cognitively Demanding Comm

BICS/CALP Two Dimensions 1. Amount of contextual support available to a student • Context embedded Communication • • • Pointing to objects Using the eyes Head nods Hand gestures Intonation Context reduced communication • • Few cues to meaning transmitted

BICS/CALP Two Dimensions 2. Level of cognitive demands required in communication • Cognitive demanding communication • • Much information at a challenging level needs processing quickly Cognitive undemanding communication • Person has the mastery of languages skills sufficient to enable easy communication.

Quadrants • Q 1 • • • Surface fluency or basic interpersonal communication skills – BICS L 2 Develops independently from L 1 surface fluency Q 4 • • Language that is cognitive and academically more advanced – CALP Develops interdependent and can be promoted by either or both languages

Length of time to develop BICS CALP

Curriculum Relevance I Page 156

Curriculum Relevance II Page 157

Curriculum Relevance III • Page 158