Bics and Calp Cup Report

7/26/2019 Bics and Calp Cup Report

1/75

BICS

CALPCUPPresenter:

NEA AUXILIO-BESMONTEMA ED ELT

ATENEODE NAGAUNIVERSITY

Theories ofLanguage andLanguageLearning


2/75

Objeci!es" At the end of the

lesson, students are e!e"ted to:#$ E!la%n the "on"e!ts of &I'S,

'ALP and 'UP(

)$ D%*erent%ate &I'S and 'ALP(+$ Elaorate resear"h data that

su!!ort 'UP %n the a"-u%s%t%on of

L)(.$ Dedu"e the %/!l%"at%ons of

&I'S, 'ALP and 'UP to L) tea"h%n0

under the 1#) 'urr%"ulu/$


3/75

Ou#ine of $iscussion"I$ T2!es of Lan0ua0e A$ So"%al Lan0ua0e

&$ A"ade/%" Lan0ua0eII$ &I'S and 'ALP

A$ &as%" Inter!ersonal

'o//un%"at%on S3%lls &I'S#$ De4n%t%on)$ Understand%n0 &I'S and %ts

a"-u%s%t%on


4/75

Ou#ine of $iscussion"

&$ 'o0n%t%5e A"ade/%" Lan0ua0ePro4"%en"2 'ALP

#$ De4n%t%on

)$ Understand%n0 'ALP and %tsa"-u%s%t%on

'$ D%*erent%at%n0 &I'S and 'ALP

II$ 'o//on Underl2%n0 Pro4"%en"2'UP


5/75

Ou#ine of $iscussion"

A$ De4n%t%on &$ Resear"h data that su!!ort

'UP

III$ S%0n%4"an"e of understand%n0&I'S, 'ALP and 'UP %n tea"h%n0 L)

V$ S2nthes%s 7throu0h a 5%deo "l%!8

VI$ E5aluat%on


6/75

%UI$IN% LI%&T"

9A%l%t%es to "onstru"t /ean%n0fro/ oral and r%ttenlan0ua0e, relate "o/!le

%deas and %nfor/at%on,re"o0n%;e features of d%*erent0enres, and use 5ar%ous

l%n0u%st%" strate0%es to"o//un%"ate$< 7Dutro andMoran, )==+, %n >%er, )==?8


7/75

SUMMA'( SENTENCE"

&I'S %s /u"h /ore eas%l2 and-u%"3l2 to a"-u%re than 'ALPut %s not su@"%ent to /eet

the "o0n%t%5e and l%n0u%st%"de/ands of an a"ade/%""lassroo/ 7'u//%ns,#?.(&a3er and Bones, #?8$


8/75

I) T(PES O* LAN%UA%E

#$ So"%al Lan0ua0e

)$ A"ade/%" Lan0ua0e


9/75


#$ So"%al Lan0ua0e So"%al lan0ua0e %s the lan0ua0e of the!la20round 7'u//%ns, #?#, #C8$

Lan0ua0e that de5elo!s relat%5el2 eas%l2

fro/ so"%al a"t%5%t%es 7!la2, TVF /o5%esFrad%o, %nfor/al or "on5ersat%onale"han0es8$ Other ea/!les:

retell%n0 e5ents

tal3%n0 aout e!er%en"es des"r%%n0 a"t%5%t%es 0%5%n0 !ersonal o!%n%ons


10/75


#$ So"%al Lan0ua0eSo"%al lan0ua0e %s "ontetHe/edded,that %s, "o/!rehens%on %s a%ded 2

"ontet "lues, l%3e fa"%al e!ress%ons,od2 lan0ua0e, /odel%n0 orde/onstrat%ons, 5%sual "lues and "ues,et"$ &e"ause %t %s e/edded %n so"%al%ntera"t%on, so"%al lan0ua0e %s thou0htto e "o0n%t%5el2 unde/and%n0$


11/75


)$ A"ade/%" Lan0ua0eThe 3%nd of astra"t, h%0herHle5ela"ade/%" d%s"ourse that /%0ht e

found %n /ore for/al sett%n0s, l%3e a"lassroo/ for ea/!le$


12/75


)$ A"ade/%" Lan0ua0eor/s of a"ade/%" lan0ua0e %n"lude:J 'o/!ar%n0 and "ontrast%n0

J L%st%n0, de4n%n0, "lass%f2%n0J Pred%"t%n0, e!la%n%n0, anal2;%n0,

Kust%f2%n0

J Inferr%n0, dedu"%n0J Inte0rat%n0, e5aluat%n0J Ar0u%n0, !ersuad%n0, defend%n0


13/75


)$ A"ade/%" Lan0ua0eT2!%"all2, a"ade/%" lan0ua0e %s "ontetHredu"ed, /ean%n0 that there are feer

"lues or su!!orts to hel! students"o/!rehend "ontent %nfor/at%on$

&e"ause of the la"3 of en5%ron/ent"lues, a"ade/%" lan0ua0e %s thou0ht toe /ore "o0n%t%5el2 de/and%n0 thanso"%al lan0ua0e$


14/75

II) BICS and CALP

Theor%sts:B%/ 'u//%ns, #?#, #.V%r0%n%a 'oll%er, #?, #Ana 'ha/ot M%"hael OMalle2, #?C


15/75

II) BICS and CALP


16/75

II) BICS and CALP

James is a bright, active student inMrs. Joses Grade 8 Science class. Heis very social and can talk his way

into (or out o! anything. He"artici"ates in class discussions andlistens careully to instructions.

hen %t "o/es to r%t%n0 la re!orts,hoe5er, he stru00les$ Q%s S"%en"etea"her, Mr$ Aalos, %s sur!r%sed to

see


17/75

II) BICS and CALP

ho /an2 0a!s there are %n h%sr%t%n0 after re5%e%n0 h%s 4rst lare!ort s%n"e he "learl2 understoodthe la a"t%5%t2 %n "lass ande!la%ned the d%re"t%ons 5erall2 toh%s !eers$ She had assu/ed thats%n"e Ba/es "an s!ea3 ell %n En0l%sh

to h%s !eers, he as uent %n En0l%sh,ut no she %s e0%nn%n0 to onderaout her %n%t%al assu/!t%on$


18/75

II) BICS and CALP

A$ &I'S

#$ De4n%t%on H &as%" Inter!ersonal

'o//un%"at%on S3%lls 7&I'S8 arelan0ua0e s3%lls needed %n so"%als%tuat%ons


19/75

II) BICS and CALP

A$ &I'SThese are the surfa"e s3%lls of

l%sten%n0 and s!ea3%n0 h%"h are

t2!%"all2 a"-u%red -u%"3l2 2 /an2students( !art%"ularl2 2 thosefro/ lan0ua0e a"30rounds s%/%larto En0l%sh ho s!end a lot of the%rs"hool t%/e %ntera"t%n0 %th nat%5es!ea3ers$


20/75

II) BICS and CALP

A$ &I'S &I'S %s sa%d to o""ur hen there are

"ontetual su!!orts and !ro!s for

lan0ua0e del%5er2$ a"eHtoHfa"e"ontet e/edded s%tuat%ons!ro5%de, for ea/!le, nonH5eralsu!!ort to se"ure understand%n0$

A"t%ons %th e2es and hands, %nstantfeeda"3, "ues and "lues su!!ort5eral lan0ua0e &a3er 7)==C8 $


21/75

II) BICS and CALP

A$ &I'S It ta3es learners, on a5era0e,

a!!ro%/atel2 to 2ears to

a"h%e5e a fun"t%onal, so"%al use ofa se"ond lan0ua0e 7'u//%ns,#?#8$

En0l%sh lan0ua0e learners ho are%n the e0%nn%n0 sta0es are ale tohandle the follo%n0 tas3s:


22/75

II) BICS and CALP

A$ &I'SProdu"e sur5%5al 5o"aular2 su"h as the

ords for wateror bathroom$ollo s%/!le d%re"t%ons that are

a""o/!an%ed 2 0estures su"h as9Po%nt to the door< or 9al3 to the"ha%r$

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Bics and Calp Cup Report