Language and learning are inextricably linked. Language is not merely a means by which we demonstrate what we know, it is also one of the most important means by which we learn and refine our understanding of concepts. Success in learning is therefore tied to language development. (ESL Students: Some factors influencing their school experiences and learning outcomes, Debra Burke)
I studied the Teaching EAL Students in the Mainstream Classroom program back in 2013 with a group of colleagues at NIST. Now, looking back at some of the materials and this blog post (originally posted in 2013), I am making some revisions and extending my thoughts about a couple quotes that truly connect deeply with my beliefs about language acquisition and learning success.
Inextricably linked can be defined as forming a maze or tangle from which it is impossible to get free. We cannot get free from the fact that, whatever walk of life we are coming from or the number of languages we speak, we must have a wide range of experiences with language (used in all its forms) to navigate our language acquisition and learning journey successfully. Language is how we craft our cognitive perceptions and develop our conceptual understanding of the world around us as well as how we refine them.
I wonder if parents know how deeply important it is to provide a broad range of quality language and learning experiences for their children from an early age. The explicit use of language in a variety of forms and contexts sets the foundation for children's learning and language acquisition.
I also wonder if parents know that strong mother-tongue literacy provides the best platform for subsequent language acquisition.
I wonder if parents know how deeply important it is to provide a broad range of quality language and learning experiences for their children from an early age. The explicit use of language in a variety of forms and contexts sets the foundation for children's learning and language acquisition.
I also wonder if parents know that strong mother-tongue literacy provides the best platform for subsequent language acquisition.
Research and collective experience also indicate that competence in English is related to the level of competence in a student's first language... their learning of English may be characterised... by the knowledge of the world they have developed through their first language. Those whose first language is not well developed are even more reliant on their initial experiences of learning English [or any other language] being as positive and supportive as possible... (ESL Students: Some factors influencing their school experiences and learning outcomes, Debra Burke)
It only makes sense to me that children who have limited experience with the diversity of the world and limited interaction with the use of language in a variety of learning contexts will be at a disadvantage to those who have.
The research out there is clear, language acquisition, language development and learning is most effective when it begins with experiences, providing an authentic sensory context for neural pathways to develop. However...
The research out there is clear, language acquisition, language development and learning is most effective when it begins with experiences, providing an authentic sensory context for neural pathways to develop. However...
Academic language acquisition isn't just the understanding of content area vocabulary. It includes skills such as comparing, classifying, synthesizing, evaluating, and inferring. Academic language tasks are context reduced. Information is read from a textbook or presented by the teacher. As a student gets older the context of academic tasks becomes more and more reduced. (Correlation of Academic Excellence and Cognitive Academic Language Proficiency at University Level, Dr. Deepika Nelson, Dr. Julia Devardhi, Dr. Manas Ranjan Panigrahi)
Yikes, right! As students get older the context for learning becomes reduced! Learning literally becomes harder as it moves deeper into textbooks. So, for students who are learning in a language other than their (hopefully strong) mother-tongue, it's so very important that they've had experiences and opportunities for explicit academic language skill development.
This brings me to point out the important understanding that there is a difference between the language learning processes of basic interpersonal conversational skills (BICS) and those of cognitive academic language proficiency skills (CALPS), Cummins (1984). I will discuss these important differences as well as implications for teaching and learning in a future posting. Stay tuned.
Communication is the central tool we use to stretch our perceptions and build our understanding of worldly concepts. It is, therefore, necessary to experience and develop a diverse use, proficiency and understanding of our languages of communication. The earlier and more varied language experiences are, the more flexible and meaningful our interactions with the world and our conceptual frameworks will be.
This brings me to point out the important understanding that there is a difference between the language learning processes of basic interpersonal conversational skills (BICS) and those of cognitive academic language proficiency skills (CALPS), Cummins (1984). I will discuss these important differences as well as implications for teaching and learning in a future posting. Stay tuned.
Communication is the central tool we use to stretch our perceptions and build our understanding of worldly concepts. It is, therefore, necessary to experience and develop a diverse use, proficiency and understanding of our languages of communication. The earlier and more varied language experiences are, the more flexible and meaningful our interactions with the world and our conceptual frameworks will be.
