Stages of Second Language Acquisition


BICS
Basic Interpersonal Communicative Skills
1 to 2 years

CALP
Cognitive Academic Language Proficiency
5 to 7 years
Cummings (1980)

Reading/writing connection

CALP needs to be connected very
clearly to the known.

For ELLs to master CALP language, they
need ample opportunities to orally
practice the language.

Everyday language

Communicative

Universal across all native speakers

Beginners: Little or no ability…

Intermediate: Limited ability…

Advanced: Can handle gradeappropriate English with minimal support

Advanced high: Can handle gradeappropriate English
The silent period
Repeat every thing you say (parroting)
Copy words from the board
Physical Response methods will work well
Benefit from a “buddy” who
speaks their language
Speak in one- or two-word phrases
Hello
Use short language chunks that
have been memorized
Provide listening activities
Support learning with graphic organizers,
charts and graphs
Build vocabulary using pictures
Good morning, class. Today we are going to
study something brand new in math class. It’s
difficult, so I’m going to need everyone’s
undivided attention. Open your books to
page one hundred seventy-two. At the top of
the page is the word “net.” Today’s lesson is
about net. As it says in the definition in your
book, in math, net is a two-dimensional
model. The net of a cylinder is shown in your
textbook. Does everyone see the rectangle
and two circles? That is the net of the
cylinder.
Ask simple questions
Initiate short conversations with classmates
Understand easy stories read in class
with the support of pictures
Be able to do some content work
with teacher support
Good morning, class. Today we are going to
study something brand new in math class. It’s
difficult, so I’m going to need everyone’s
undivided attention. Open your books to
page one hundred seventy-two. At the top of
the page is the word “net.” Today’s lesson is
about net. As it says in the definition in your
book, in math, net is a two-dimensional
model. The net of a cylinder is shown in your
textbook. Does everyone see the rectangle
and two circles? That is the net of the
cylinder.
Use more complex sentences when
speaking and writing
Express opinions and share their thoughts
Ask questions to clarify what they are
learning in class
Be able to work in grade level math and
science classes with some
teacher support
Good morning, class. Today we are going to
study something brand new in math class. It’s
difficult, so I’m going to need everyone’s
undivided attention. Open your books to
page one hundred seventy-two. At the top of
the page is the word “net.” Today’s lesson is
about net. As it says in the definition in your
book, in math, net is a two-dimensional
model. The net of a cylinder is shown in your
textbook. Does everyone see the rectangle
and two circles? That is the net of the
cylinder.
It takes students from 5-7 years to achieve
cognitive academic language proficiency
in a second language
Most ELLs at this stage have been
exited or ready to exit from ESL
Need some support from classroom
teachers especially in content areas such
as history/social studies and in writing.
Good morning, class. Today we are going to
study something brand new in math class. It’s
difficult, so I’m going to need everyone’s
undivided attention. Open your books to
page one hundred seventy-two. At the top of
the page is the word “net.” Today’s lesson is
about net. As it says in the definition in your
book, in math, net is a two-dimensional
model. The net of a cylinder is shown in your
textbook. Does everyone see the rectangle
and two circles? That is the net of the
cylinder
1. Instruction in the primary language aids
achievement.
2. Instruction must have clear goals and
objectives for language and literacy
development.
3. ELLs require instructional accommodations.
(adapted from Goldenberg, 2006)

Use authentic language

Simplify teacher talk

Use non-verbal cues.

Stress student involvement: hands-on activities.

Use manipulatives, realia, and visuals.

Create a low-stress, friendly environment.

Use prior content introduction in the primary
language.

What individual (inside the ELL) variables
may affect how quickly and/or how
successfully a student can acquire English?
› Prior schooling/gaps in schooling
› Literacy in the primary language/CALP
› Affective
› Personality
› Motivation

What context (outside the ELL) variables
may affect how quickly and/or how
successfully a student can acquire English?
› Teaching method
› Learning environment
› Materials
› Class dynamics
Requires an understanding of and is
guided by a knowledge–base familiar
with:
 Second language acquisition
 English
language proficiency
standards
 Key
components of reading

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