Accelerated Second
Language Literacy
Development
Jim Cummins
December presentation in Charlotte, N.C.
Sponsored by SDR (Staff Development Resources)
An overview created by Angie Bruhjell
What is English Language Proficiency?
Different Ways of Looking at Proficiency in English

CONVERSATIONAL FLUENCY




The ability to carry on a conversation
in familiar face-to face situations;
Already developed in native speakers
by age 5;
Uses high frequency words and
simple grammatical construction;
ESOL students generally require 1-2
years of instruction to reach this level
of proficiency.

DISCRETE LANGUAGE SKILLS





The ability to follow the rule-governed
aspects of the English language
(spelling, grammar, punctuation, etc.);
Developed through direct instruction
and immersion in a literacy-rich home
and school environment;
ESOL students learn these skills as
they are developing basic vocabulary
and conversational fluency, but this
type of instruction does not typically
increase vocabulary;
Demystifies the language for ESOL;
After gr. 1 discrete language
instruction has diminishing returnsemphasis switches to comprehension
skills.
• ACADEMIC LANGUAGE PROFICIENCY






Includes knowledge of the less frequent vocabulary of English as well as the ability to interpret
and produce increasingly difficult written language;
ESOL students typically require at least 5 years to attain grade level expectations in language
and literacy;
ESOL students must make 15 months of gain for every 10 months of instruction in order to
catch up to grade norms in 6 years;
Extensive reading is a crucial tool for ESOL students both inside and outside the instructional
process;
Extensive writing is also a crucial tool for ESOL students, again, both within the instructional
process and at home.
By the fourth grade, the need for academic language proficiency becomes crucial in order for
ESOL students to be able to master standards in social studies and science. If you take a look
at the required vocabulary for both subjects, the words are all non-conversational.
** AN INTERESTING SIDE NOTE:
Spanish is a language that has its origins in Latin.
The English language pulls its vocabulary from
Latin/Greek/Old French and Anglo-Saxon origins
(among others). The Anglo-Saxon words in the English
language are usually the shorter, more high-frequency
words that we think of as easy to learn. The Latin
words are usually the longer, low-frequency words.
Since they are also found in the Spanish language, they
are easier for Spanish-speaking ESOL students to
recognize and transfer. For example: In the following
excerpt from Edgar Allen Poe’s The Pit and the
Pendulum the italicized words are Latin-based and
most of the others are Anglo-Saxon.
My outstretched hands at length
encountered some solid obstruction. It was a wall,
seemingly of stone masonry – very smooth, slimy, and
cold. I followed it up; stepping with all the careful
distrust of which certain antique narratives had inspired
me.
What do we know about learning?
Based on research by Bransford, Brown, and Cocking (2000) How People Learn

Engaging prior understandings
It is helpful if ESOL students can access their prior knowledge about a concept in
their first language and in the context of their own culture. If the student feels that
only knowledge communicated in their second language will be “counted” it
severely limits their success.

Integrating factual knowledge with conceptual frameworks
Conceptual frameworks are the deepest level of understanding. This level turns
factual information into usable knowledge. According to Cummins, attainment of
knowledge follows the following process:
memorize → conceptualize → internalize → utilize.

Using meta-cognitive strategies to take control over the learning process
A meta-cognitive strategy is a self-monitored approach. Students take control of
their own learning, recognize the strategies that work best for them, and use those
strategies to help themselves. They set their own learning goals and assess their
own progress.
 ESOL students’ first language as a resource within the
classroom
Suggestions for teachers:
Allow students to complete dual-language assignments such as a
bilingual advertisement, story, or concept web.
Allow students to work with same language partners to discuss a
problem and clarify information in their first language, then
translate to English.
Allow students to create multilingual displays or signs for the
classrooms (for example, class rules, label cards, schedules, etc.
Allow students to write first drafts, notes, and journal entries in
their first language.
Provide a same language, cross-grade mentor.
•Cultural diversity as a resource within the classroom
Cross Curricular Ideas:
Geography- Have students present information about
their native country, for example, a climate graph of their native
country, a bar graph comparing the numbers of people in both
countries, or let them show their country on world maps and use
the distance scale to show how far their country of origin is from
the U.S.
P.E.- Have students teach the class a game or activity
that was popular in their country of origin and include key
phrases from their language for other students to learn.
ELA- Have students create a poem in their first
language then translate into English. Have them describe the
details of a painting in their first language then translate.
All Subjects- Have students pair up with English
speakers and create dual language posters on subject matter.
The Centrality of Literacy Engagement
 Literacy Engagement (a student’s participation in his
literacy development) is affected by three factors:
 A LOT of reading and writing done at increasingly difficult
levels,
 Use of a variety of effective strategies for deep understanding
of the text (ex. Context, phonetics, prior knowledge activation,
pictures, etc.)
 The student has to WANT to be there… do not use punitive
reading or writing, create an engaging environment, maintain a
positive relationship that encourages risk taking, etc.
 Collect IDENTITY TEXTS (artifacts that students produce) and
allow students to share with multiple audiences. These
artifacts act as the student’s “ambassador” to showcase their
abilities and improvements.
The Development of Academic Expertise
 Academic Expertise is dependent on three interactive
and cyclic components
 Teacher – Student Interactions
 Focus on Meaning (making input comprehensible, developing
critical literacy)
 Focus on Language (developing an awareness of language forms
and uses and encouraging critical analysis of language forms and
uses)
 Focus on Use (using language to generate new knowledge,
create literature and art, and act on social realities)
 Maximum Identity Investments (student affirmation of his/her own
needs, successes, and strengths encourages full engagement in the
learning process)
 Maximum Cognitive Investments (total immersion in reading and
writing in all aspects of the school day and at home)
Strategies for Focus on Meaning, Language, and Use
 Focus on Meaning (Critical Literacy)
 Analyze Text Through Questions:
 Why was this text written? What did the author have in mind? What
response does the author hope readers will have to this text?
 How does the author’s language help him/her influence the readers’
response?
 How are males and females portrayed in this text? Are there differences
or inequalities?
 How are members of different cultural groups described in the text? Are
there misrepresentations or inequalities in the roles these culture groups
play in the text?
 Could people in the text have acted differently than they did? What
alternative actions could they have taken?
Strategies for Focus on Meaning, Language, and Use
 Focus on Language
 Learning of Word Pairs/Groups
Verb
Adjective
Noun
Preposition
read
interesting
book
about
buy
new
book
for
write
funny
book
with
 Teach underlying meaning of word
 Teach Word families
observe, observing, observed, observation, observant
 Teach Word Parts
prefixes, suffixes, roots
 Present idiomatic sequences of words together (lexical patterning)
ex. “burn the midnight oil” “over the moon”
 In-depth exploration of simple words
Strategies for Focus on Meaning, Language, and Use
 Focus on Use
 Students K-12 bring in words (L1 or L2) to explore with peers and
teachers
 Students write creatively in L1 or L2
 New ESOL students or L1 dominant students write in L1 and work
with peers to create bilingual identity texts
 Students create their own bilingual dictionaries
 Students create their own subject matter (Sci. and S.S.) tests by
translating the L2 test into L1 as their “study guide.”
 Students create their own vocabulary quizzes. Divide students into
teams and assign several words to each team. The team is
responsible for exploring the words and designing multiple choice
questions (with appropriate distracters)
AND ANOTHER THING…
Interesting points made by Dr. Cummins:





ESOL is EVERYBODY’S BUSINESS
Find ways ESOL students can make powerful contributions to their class.
Recognize and encourage natural transfers between L1 and L2
(strategies, chronological awareness, linguistic, and Latin-based transfers)
Active, enthused students will be successful.
Our own identities as educators are formed by the decisions and choices
we make. The fewer choices we have and decisions we are allowed to
make, the less we buy in to the final goal/product we aim for.