Embedded Files
Both bilingualism and multilingualism are students assets that are celebrated at AMBRIT International School. We welcome language diversity and promote the development of English academic proficiency alongside the development of a student’s home language. As parents, you and your family members are crucial partners when it comes to supporting your child’s success and to making sure that the transition to our school is a smooth and enjoyable one.
Both bilingualism and multilingualism are students assets that are celebrated at AMBRIT International School. We welcome language diversity and promote the development of English academic proficiency alongside the development of a student’s home language. As parents, you and your family members are crucial partners when it comes to supporting your child’s success and to making sure that the transition to our school is a smooth and enjoyable one.
What is EAL?
English as an Additional Language or EAL, involves supporting our students to access both the PYP and MYP curriculums taught in English. For English Language Learners (ELLs), English is not a first language. These students are gradually acquiring proficiency in the English language, while also learning content for academic purposes. In short, they are using English as the tool for their learning (Sharples, 2021).
Who are English Language Learners?
Who are English Language Learners?
English as an additional language (EAL) learners, refers to those students whose first language is not English. These learners may already be fluent in several other languages or dialects, and may have acquired reading and writing skills as well. These children enter a new linguistic and cultural environment when they change or start school where the language of instruction is English. These students require particular attention, consideration, and support in order to meet the challenges of acquiring academic content in a language that is not their first language (L1).
Many ELLs will be at different stages of English language acquisition (ranging from complete beginners to advanced bilinguals) when they enter our school. Even those students, who are at the same stage of English language acquisition, will have different backgrounds and different needs.
For this reason we keep in mind at all times that the students in our school:
- have had different experiences regarding their schooling (either abroad or in their home country),
- may be literate in other languages and might already have developed conceptual understanding in many academic subjects, such as science and mathematics
- may have had little or no formal education and might not be literate in any language yet (typical of early childhood and Grade 1 students)
- may be advanced learners or present with learning challenges
It is important to note that English language learners may take up to five or more years to reach same age peers in English language proficiency and in the literacy skills needed for academic success. Some students achieve this in a shorter period of time, while others may take much longer. Many variables add to the complexity of a child’s additional language acquisition and development.
These variables may include the following:
- your child's first language or L1 (often referred to as heritage language, home language, or mother tongue in literature is the language your child learned as an infant)
- similarity of the child’s first language to the English language
- country of birth
- exposure to the English language overall
- parents’ English language knowledge and use
- level of literacy (either in home language or other language(s))
- affective filter or emotional variables associated with the success or failure of acquiring an additional language
- motivation to learn English
What Do the All the Words Mean?
What Do the All the Words Mean?
When we speak about second language or additional language acquisition and development, we are speaking very specifically about the level of proficiency and the demonstration of language competence through language performance. What do these terms really mean? It is important for teachers and parents to understand the terminology that is often used in schools and in assessment settings. Here are a few definitions:
Acquisition
Language acquisition is the process by which humans acquire the ability to perceive and comprehend language in general, as well as to produce and use words and sentences to communicate. This is an innate process that all humans are capable of achieving. Human brains are wired to learn language.
Development
Language development is the process, by which, children come to understand, communicate and use language in purposeful ways during early childhood. This process follows predictable stages and phases and includes communicative behaviors such as crying, pointing, and exploring as necessary before actual speech occurs. Language develops thanks to interactions with more capable others who continue to use language in specific contexts and in specific ways that includes social and academic aspects.
Proficiency
Language proficiency or linguistic proficiency is the ability of an individual to speak or perform in an acquired language. It is basically the way a language system is used in communication and it can be measured by using specific assessment tools (both formal and informal). There are many levels of language proficiency, which demonstrate how much language has been acquired and how well the speaker has understood the rules and ways to use of a given language.
Competence:
The subconscious knowledge and understanding we have of a given language. Language competence (of any language) should be developed through classroom learning activities that focus on the meaningful use of a language and on language in context. Tasks will be chosen based on the needs, interests, and experiences of students. The vocabulary, grammatical structures, text forms, and social conventions necessary to carry out language tasks will be taught, practiced, and assessed as students are involved in various aspects of the task itself, not in isolation.
Performance
The way a language system is used in communication. This includes the ways we speak, listen, read and write.
What are BICS and CALP?
What are BICS and CALP?
There are several key principles regarding second language acquisition and its development. Some of the most significant theories have come from Dr. Jim Cummins, educational psychologist, second language educator and researcher. He makes the important distinction between two differing kinds of language proficiency, BICS and CALP. Understanding these differences can help you understand the process of moving forward in language learning.
BICS are the Basic Interpersonal Communication Skills. These are the "surface" skills of listening and speaking, which are typically acquired quickly by many students, particularly by those from language backgrounds similar to English who spend a lot of their school time interacting with native speakers. These are the language skills needed in social situations, the day-to-day language needed to interact socially with others. English language learners employ BICS when they are on the playground, in the lunchroom, on the school bus, at parties, playing sports and talking on the telephone. Social interactions are usually context embedded. This means that they occur in a meaningful social context and are not very demanding cognitively. The language skills required are not specialized. This means that they are not used for formal academic learning.
CALP refers to Cognitive Academic Language Proficiency, and, as the name suggests, it is the basis for a child’s ability to cope with the academic demands placed upon him/her in the various subject areas. Dr. Cummins’ research shows that many children develop native speaker fluency (i.e. BICS) within two years of immersion in the target language. CALP, on the other hand, refers to formal academic learning and the language needed to discuss, explain, analyze, argue and justify both written and spoken language in order to access deeper understanding. This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school. Students need time and support to become proficient in academic areas and usually take from five to seven years to reach a level of fluency in order to engage efficiently in academic content. Research has shown that if a child has no prior schooling or has no support in native language development, it may take seven to ten years for English language learners to catch up to their peers (Thomas & Collier, 1995, Anstrom, et.al., 2010) .
CALP or academic language acquisition is not limited to the understanding of content area vocabulary alone. It includes specific skills such as comparing, classifying, synthesizing, evaluating, and inferring. Academic language tasks are gradually context reduced as students move toward higher order thinking skills of higher grades. This means that visual clues (pictures, diagrams or graphs) are not always present or available. Students are required to use more abstract and higher order thinking skills in order to understand. It means that while earlier language development was accompanied by visual material to facilitate understanding, students must transition into using the language itself as a tool for learning.
To emphasize the importance of learning and acquiring knowledge as a complex process, students must depend less on visual aides and learn to use specific strategies to be able to read and extract important information from written text. The language needed to access this information becomes more cognitively demanding. New ideas, concepts and language are presented to the students simultaneously and this requires that students organize and elaborate new information constantly in order for it to make sense and acquire new knowledge.
How do we support our students?
How do we support our students?
Our EAL services use a sheltered immersion model where language and curriculum content instruction are integrated. English language is taught in the areas of speaking, listening, reading and writing. In order to understand you child’s English language proficiency level, we use the WIDA MODEL assessment (Measure of Developing English Language). We also monitor your child’s progress through regular in-class assessments and by using the WIDA Can Do Descriptors.
Further Reading for Families and Guiding Principles of Language Development
Further Reading for Families and Guiding Principles of Language Development
The guiding principles listed below, are the main ideas that drive research in additional language development. At Ambrit, we are committed to understanding how research in the field of language development can help both class teachers and EAL specialists to provide your child with the most efficient and effective strategies that will guide their English language development.
Please use the references provided to further your personal understanding of language acquisition, language learning and language development:
Students’ languages and cultures are valuable resources to be tapped and incorporated into schooling. Escamilla & Hopewell (2010); Goldenberg & Coleman (2010); Garcia (2005); Freeman, Freeman, & Mercuri (2002); González, Moll, & Amanti (2005); Scarcella (1990)
Students’ home, school, and community experiences influence their language development. Nieto (2008); Payne (2003); Collier (1995); California State Department of Education (1986)
Students draw on their meta-cognitive, meta-linguistic, and meta-cultural awareness to develop proficiency in additional languages. Cloud, Genesee, & Hamayan (2009); Bialystok (2007); Chamot & O’Malley (1994); Bialystok (1991); Cummins (1978)
Students' academic language development in their native language facilitates their academic language development in English. Conversely, students' academic language development in English informs their academic language development in their native language. Escamilla & Hopewell (2010); Gottlieb, Katz, & Ernst-Slavit (2009); Tabors (2008); Espinosa (2009); August & Shanahan (2006); Genesee, Lindholm-Leary, Saunders, & Christian (2006); Snow (2005); Genesee, Paradis, & Crago (2004); August & Shanahan (2006); Riches & Genesee (2006); Gottlieb (2003); Schleppegrell & Colombi (2002); Lindholm & Molina (2000); Pardo & Tinajero (1993)
Students learn language and culture through meaningful use and interaction. Brown (2007); Garcia & Hamayan, (2006); Garcia (2005); Kramsch (2003); Díaz-Rico & Weed (1995); Halliday & Hasan (1989); Damen (1987). 2010 Board of Regents of the University of Wisconsin System, on behalf of WIDA, www.wida.us
Students use language in functional and communicative ways that vary according to context. Schleppegrell (2004); Halliday (1976); Finocchiaro & Brumfit (1983)
Students develop language proficiency in listening, speaking, reading, and writing interdependently, often at different rates and in different ways. Gottlieb & Hamayan (2007); Spolsky (1989); Vygotsky (1962)
Students’ development of academic language and academic content knowledge are inter-related processes. Gibbons (2009); Collier & Thomas (2009); Gottlieb, Katz, & Ernst-Slavit (2009); Echevarria, Vogt, & Short(2008); Zwiers (2008); Gee (2007); Bailey (2007); Mohan (1986)
Students' development of social, instructional, and academic language, a complex and long-term process, is the foundation for their success in school. Anstrom, et.al. (2010); Francis, Lesaux, Kieffer, & Rivera (2006); Bailey & Butler (2002); Cummins (1979
Report abuse