The Hawkins reading explores teaching in elementary schools, and teaching second language learners in elementary schools. She offers ideas not only on how to teach second language learners, but also how to teach native speakers using similar techniques.
Hawkins divides her ideas into two "layers". The first layer deals with teaching elementary content, without regard to English proficiency. She explains that learning is achieved mainly through social interaction with a student's peers and teachers. Learning any given discipline requires the student to learn the specialized language context of that discipline. It is the responsibility of a teacher to guide the learners in their investigation and discussion of the content, or "scaffold". Help the learners identify with language the new experiences associated with the content. After her explanation of elementary education, she moves into the implications for second language learners and teachers. To Hawkins the first goal of the teacher should be to teach second language students the content. She believes that learning the second language should be secondary, and will come naturally if the teacher focuses on teaching content. In order to understand why she believes this it is essential to look at second language acquisition theory. The long held belief is that there are two types of language proficiency, BCIS and CALP. BCIS consists of social communication skills. This type of language is less cognitively challenging, and has contextual clues to assist the second language learner. It is possible to become fluent within two years. Many teachers mistake BCIS fluency with second language proficiency. This is not the case. Being able to interact with one's peers does not necessarily lead to comprehension in the classroom. The ability to understand typical classroom activities, and participate in class is called CALP. It requires higher cognitive ability, and often lacks contextual clues to assist the learner. It takes about 5-7 years to become proficient. Another key point to this language theory is the idea that a student who only has limited proficiency in one or both languages they speak will have trouble with cognitive demands in either language. Too much cognitive demand on a limited proficiency student will limit their ability to learn both language and content. Hawkins disagrees with these long held ideas about language and language acquisition. She believes in breaking down the division between BCIS and CALP. She sees both as cognitively demanding, using as an example the nuances of a playground game. Understanding and following all of the rules takes cognitive ability. She also argues that rather than being decontextualized, academic material is highly contextualized. She compares any area of study to a social network, where you need to know the language specific to that discipline to understand it, just as on the playground a child must understand the rules of a game to play. All language is social, and contextualized. This changes the way a teacher should view both his/her native speaking students and second language students. It is important for teachers to know students well enough to know where to scaffold and to design problems that will help students acquire new skills and understanding, as well as have enough knowledge of each discipline to be able to guide the students. Hawkins lists five questions that a good second language teacher should ask his/herself on a regular basis:
1. Can the student relate to the experience I have provided?
2. Do they have the words to describe what it is that they are experiencing?
3. Do they understand the open ended problem that I have presented to them?
4. Are they developmentally ready for the concepts I am trying to teach them?
5. Do they have enough situational support to understand the classroom discourse?
(quoted from p. 379)
It is especially important when teaching student who are second language students to remember they many not have the experiences to relate to mainstream culture. Second language students may require more time on any given subject, and lesson plans may requre more revision. Teachers must learn to "listen and observe in new ways" (380) in order to interact better with second language students.
I always prefer to have a few different options for papers/projects, so I thought I'd give a few different relevant discussion questions/activities for you guys to choose from.
Do you agree or disagree with the CALP/BCIS division? Why or why not?
Could Hawkins' ideas about Elementary education be applied to secondary education? How, or why not?
Can you think of an activity or problem to pose following Hawkins' theories that would work well in a culturally/linguistically diverse school (like Red Cedar Elementary)?
I definitely agree with Hawkins' idea on breaking down the CALP and BCIS language learning/proficiency. I understand first-hand that social communication skills in a new language are very, very important; however, I also know that we as teachers are responsible for teaching the content as well. Students surely can become fluent in a new language in two years if they are constantly exposed to it, but that does not mean they are understanding the concepts taught in class such as math, science, history, etc. It is easy to see that the CALP type of learning would take much longer because it deals with using the language to understand the material. Although I think that CALP is much more important and useful, I do believe that you cannot have one without the other. For example, it would be very difficult for me to understand a math or science problem in Chinese. If I was able to communicate successfully in Chinese, then I would be able to focus on the content within the classroom. This poses a difficult question to all ELL teachers because it is hard to say what is more important... for a child to develop the language first so he can understand the content, or to teach the content in hopes that the child will pick up on the language as time goes on.
ReplyDelete- Kelly Prior
I think that a “learning by doing” approach could definitely be applied to secondary education. In fact, since the students have more developed abstract thinking capabilities and more experiences to draw upon, one could argue that this approach would be even more effective and produce capable, independent and critical thinkers. However, since the pace of Hawkins’ approach seems to be slow, there might be an initial outcry that the students are not learning enough. Also, I would worry that standardized tests would be a barrier, since they require memorized chunks of information rather than true critical thinking. As a result, students who learned by doing might be at a disadvantage. I believe that the tests are a poor method of measuring learning, but the current post-secondary education system still relies heavily on them as a criteria for admittance.
ReplyDelete-Elena Dunckel
I agree with Hawkins that BICS (Basic Intrerpersonal Communication Skills) & CALP (Cognitive Academic Language Proficiency) should be divided. The two are both important, ability to speak a in a social setting using your second language, and also knowledge of grammar & language is rules is needed. The two go hand-in-hand. Hawkins states that a student may be really successful w/ CALP, but they are not necessarily more successful than a student doing well w BICS. Both are needed & necessary in the long run, I agree that they should be divided.
ReplyDeleteI also agree with Hawkins that BICS and CALP should be divided. These two concepts are important for second language learners. If just CALP was inforced so that the students were proficient in grammar but didn't have the means to communicate with their peers or in everyday life would not be beneficial to the student. Just having BICS would also not be beneficial because being able to talk with your peers will take you just about no where in life unless they are proficient in school. These two are necessary for a second language learner to succeed in the long run in their life so they should be divided.
ReplyDeleteI think Red Cedar is a very interesting place. I wish I had the time to go observe classes there once.
ReplyDelete