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Cummins' Quadrants
84
Cummins' second language framework
EDU 341 St. Leo Univ.
Amy Barber
summary-cummins
summary
James Cummins states that there is two types of language BICS that develops quickly and CALP that can take many more years. He developed a quadrant system to help teachers move students from "here and now" language to more abstract and less contextuale language for academics.
BICS
These Basic Interpersonal Communication Skills are one of two types of language skills. These develop rapidly sometimes in as little as six months but can take up to two years.
Teachers need to be aware that these type of oral and listening skills are surface skills and do not correspond with academic language proficiency.
CALP
Cognitive Academic Language Proficiency
CALP
1
Bases for student to understand academic English
2
Can take five to seven years for this skill to develop
3
Cummins developed his quadrant system to help teachers move a student from BICS to CALP
Cummins' Quadrants
Cummins' quadrant
Essential
understandings
Essential understandings
A basic understanding of each quadrant is needed for the teacher to help the student move from Basic Interpersonal Communication Skills (BICS)in Quadrant A to Cognitive Academic Language Proficiency (CALP) in Quadrant D.
Quadrant d
Quadrant a
Quadrant B & c
This quadrant has no visual clues and are cognitively demanding and include lectures and oral presentations
In this quadrant, the student is developing survival vocabulary and need many context embedded clues
As the student becomes more proficient, the teacher can help the student move into the next quadrant by increasing the difficulty of the tasks
Classroom implications
1. Information needs to be connected to prior knowledge
2. Keep the students quadrant in mind when developing lessons
3. Remember that BICS develops years before CALP
Classroom
implications
4. Provide lots of context clues when your ELL student is new. Slowly remove the support to move the student to the next Quadrant
5. Leave congnitively demanding work with no clues for later in the student's development of CALP
6. Give the student think time (will need longer than English speaking peers)
Strategies
1. Provide pictures, word walls, and demonstrate directions for student
2. Use coopertive learning so student can particapate in class activities.
3. ELLs at any level can particapate in P.E., Art and Music
Classroom strategies
Remove clues
slowly
moving towards CALP
It is important to challenge the student, but not make them feel the task is impossible.
9. Read and write for personal reasons
8. remove context clues by using Phone conversations
- Notes
- Lists
Since the student can not see the person, context clues are removed
Support writing
6. Use sentence frames to guide student
7. Encourage team work to write a short story
writing
use manipulatives
Use visuals
4. Make use of maps, charts, models and graphs for social studies
5. Encourage student with math computational probelms (math is universal)
benefits
benefits
- Helps teacher develop meaningful lessons for ELL student
- Gives structure to help move the student from BICS to CALP
- Helps to explain gap between social language and academic language so ELL student recieves proper acadmic support
Support
Common underlying proficiency
CUP
3
2
1
Knowledge in first language
supports understanding of basics
every learner the ablity to aquire new language
Native
Language
development
Encourages native language development
"Conceptual knowledge developed in one language helps to make input in the other language comprehensible." (Cummins, 2000)
1
2
3
Discuss their day in
native language
Talk about math and
science in native language
Read in their native language
or parent can read to them
works cited
works cited
Anonymous. (2019, May 10). What are BICS and CALP? Retrieved from
https:// www.colorincolorado.org/faq/what-are-bics-and-calp.
Ariza, E. N., & Coady, M. R. (2018). Why Tesol?: theories and issues in teaching English
to speakers of other languages in K-12 classrooms (10th ed.). Dubuque, IA: Kendall
Hunt Pub Co.
Crawford, J. (2019, February 25). Language-Acquisition Theory Revolutionizing
Instruction. Retrieved from https://www.edweek.org/ew
/articles/1987/04/01/27theory.h06.html.
Shoebottom, P. (n.d.). Second language acquisition - essential information. Retrieved
from http://esl.fis.edu/teachers/support/cummin.htm.