This page contains answers to common questions about learning a second language.
What are the stage of Second Language Acquisition?
BICS/CALPCummins makes the distinction between two differing kinds of languageproficiency. BICS are Basic Interpersonal Communication Skills; these are the"surface" skills of listening and speaking which are typically acquiredquickly by many students; particularly by those from language backgroundssimilar to English who spend a lot of their school time interacting withnative speakers.CALP is Cognitive Academic Language Proficiency, and, as the name suggests, isthe basis for a child�s ability to cope with the academic demands placed uponher in the various subjects. Cummins states that while many children developnative speaker fluency (i.e. BICS) within two years of immersion in the targetlanguage, it takes between 5-7 years for a child to be working on a level withnative speakers as far as academic language is concerned.Back to Top
BICS/CALPCummins makes the distinction between two differing kinds of languageproficiency. BICS are Basic Interpersonal Communication Skills; these are the"surface" skills of listening and speaking which are typically acquiredquickly by many students; particularly by those from language backgroundssimilar to English who spend a lot of their school time interacting withnative speakers.CALP is Cognitive Academic Language Proficiency, and, as the name suggests, isthe basis for a child�s ability to cope with the academic demands placed uponher in the various subjects. Cummins states that while many children developnative speaker fluency (i.e. BICS) within two years of immersion in the targetlanguage, it takes between 5-7 years for a child to be working on a level withnative speakers as far as academic language is concerned.
Why encourage a child's native/mother language?
It is very important that students be encouraged to continue their nativelanguage development. When parents ask about the best ways they can help theirchild at home, you can reply that the child should have the opportunity toread extensively in her own language. You could suggest that parents make sometime every evening to discuss with their child, in their native language, whatshe has done in school that day: ask her to talk about the science experimentshe did, question her about her understanding of primary and secondary sourcesof historical information, have her explain how she has solved a math problem etc.As Cummins (1991) states: "Conceptual knowledge developed in one languagehelps to make input in the other language comprehensible" If a child alreadyunderstands the concepts of "justice" or "honesty" in her own language, allshe has to do is acquire the label for these terms in English. She has a farmore difficult task, however, if she has to acquire both the label and theconcept in her second language.Back to Top
It is very important that students be encouraged to continue their nativelanguage development. When parents ask about the best ways they can help theirchild at home, you can reply that the child should have the opportunity toread extensively in her own language. You could suggest that parents make sometime every evening to discuss with their child, in their native language, whatshe has done in school that day: ask her to talk about the science experimentshe did, question her about her understanding of primary and secondary sourcesof historical information, have her explain how she has solved a math problem etc.As Cummins (1991) states: "Conceptual knowledge developed in one languagehelps to make input in the other language comprehensible" If a child alreadyunderstands the concepts of "justice" or "honesty" in her own language, allshe has to do is acquire the label for these terms in English. She has a farmore difficult task, however, if she has to acquire both the label and theconcept in her second language.