Skill 4.1

Front 1

First Language (L1)

Back 1

Language is innate and our brains are ready to learn language from birth. People usually master their 1st language. A lot of language learning is behavioral, meaning that kids imitate adults.

Front 2

Second Language (L2)

Back 2

People usually are not proficient in a 2nd language unless trained before the age of 7. Their chances at full mastery will be much higher. L2 is much harder for adults.

Front 3

Theories of 2nd Language (L2):
Jim Cummins (ESL)

Back 3

According to Cummins:
1. Basic Interpersonal Communication Skills (BICS)
2. Cognitive Academic Language Proficiency (CALP)

Front 4

Basic Interpersonal Communication Skills (BICS) by Jim Cummins

Back 4

BICS is general, everyday language used to communicate simple thoughts.

Front 5

Cognitive Academic Language Proficiency (CALP)

Back 5

CALP is a more complex, academic language used in school. It is HARDER for students to aquire CALP because it takes much longer to master, and in some cases, particularly with little exposure, it may never be mastered.

Front 6

Stephen Krashen's Research in L2 Acquisition (5 principles)

Back 6

1. Acquisition-Learning Hypothesis: There is a difference between learning a language and acquiring it. Children "acquire" a first language easily-it's natural. but adults often have to "learn" a language through coursework, studying, and memorizing. One can acquire a second language, but often it requires more deliberate and natural interaction within the language.
2. Monitor Hypothesis: Learned language "monitors" the acquired language. This is when a person's "grammar check" kicks in and keeps awkward, incorrect language out of a person's L2 communication.
3. Natural Order Hypothesis: This suggests that the learning of the grammatical structures is predictable and follows a "natural order."
4. Input Hypothesis: Some people call this "comprehensible input." This means that a language learner will learn best when the instruction or conversation is just above the learner's ability. The learner has the foundation to understand most of the language but must figure out more

Front 7

ESL Teaching Techniques

Back 7

Teaching ESL has unique challenges. Realize no matter how little english a student knows, the teacher should teach with development in mind. Instruction should not be dumbed down, but different approaches should be used to ensure students get a) multiple opportunities to learn and practice English and b) still learn content. Social learning methods, being placed in mixed-level groups or paired with a different ability level student should practice English in a non-threatening environment to practice simple words. Visual aides are effective at helping with making connections between words and items of familiarity.

Front 8

Nonverbal Communication

Back 8

Students who understand how to effectively communicate with diverse cultural groups are able to maximize their own learning experiences by being able to transmit, both verbally and nonverbally, cues and expectations in project collaborations and in performance-based activities.