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LEON GUINTO MEMORIAL COLLEGE, INC.
443 Mabini street, Zone 2 Poblacion Atimonan, Quezon
(Recognized by the Government) No. 010 s.1986
teaching minds… changing lives… moving forward…
Course/Major/Year/Block : BSED ENGLISH 2A
Course Code and Title : ENGL 215-Language Programs and Policies in Multilingual Societies Discussant : Mark Johnbert Leguro Instructor : Mrs. Richalle Ann L. Arcamo Date : Topic : Bilingualism and Multilingualism
Iceberg Analogy-CUP Model
The Iceberg Analogy-CUP Model is a language learning theory developed by Professor J.
Cummins, which emphasizes that the common aspects of two languages not only transfer, but are interdependent. The theory supports the transfer of skills across languages and highlights the possibility of acquiring two or more languages, and achieving educational attainment through one, two, or more languages. The Common Underlying Proficiency (CUP) is a set of skills and implicit metalinguistic knowledge that a child acquires in the course of learning one language, which can be drawn upon when working in another language. The CUP provides the base for the development of both the first language (L1) and the second language (L2). The Iceberg Analogy illustrates the CUP as an operating system below the surface, which supports the linguistic features of both L1 and L2. The first picture that better describes the theory is an ordinary language balloon inside the head connected with both L1 and L2. The second picture depicts two icebergs which are separate above the surface, the one includes the linguistic features of L1 and the second the linguistic features of L2, but they function through the CUP below the surface. It is important to note that academic performance may be negatively affected if there is not enough motivation from the school and family to develop both languages or if there is pressure to replace the first language with the second LEON GUINTO MEMORIAL COLLEGE, INC. 443 Mabini street, Zone 2 Poblacion Atimonan, Quezon (Recognized by the Government) No. 010 s.1986
teaching minds… changing lives… moving forward…
Basic Interpersonal Communicative Skills (BICS)
Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP) are two continua that describe the way meaning is communicated either through contextual or cognitive cues. The framework is constituted of two continua; the two extremes of the horizontal continuum (context-embedded and context-reduced) refer to the level of contextual support needed to communicate meaning. In the context-embedded case, the purpose is transferred by lots of interpersonal cues, such as gestures, facial expressions, feedback, and change in intonation during a speech. In contrast, in the context-reduced situation, an adequate level of competence and knowledge of the language must communicate meaning. Moreover, the vertical continuum consists of cognitively demanding and cognitively undemanding tasks. The first one refers to activities where the cognitive involvement required to complete training is little since the linguistic tools that need to use have been automatized while in the second case, the tasks require higher cognitive involvement. Furthermore, another distinction made is among the quadrants I-IV; a person with little fluency belongs to quadrant I, which means that necessary interpersonal communication is context embedded. In contrast, advanced language competence belongs to quadrant IV. The quadrants II and III are middle phases of the development of an individual’s linguistic competence. It is important to distinguish between BICS and CALP because they are two different types of language skills that are essential for different purposes. BICS, which stands for Basic Interpersonal Communicative Skills, refers to the language skills that people need in social situations. This type of language is what we use on a day-to-day basis to interact with others. For students, BICS is essential for children to interact with their peers while they are playing at recess, during team sports activities, at lunchtime or socializing outside of school. In contrast, CALP, which stands for Cognitive Academic Language Proficiency, refers to the language necessary to understand and discuss content in the classroom or at University. The CALP concept deals with skills essential to academics such as listening, reading, speaking, and how to write about the relevant subject matter. Landing this language skill is a crucial concept when it comes to a student’s academic success. It takes time and patience for students to become proficient in language skills necessary for academic learning. It could take between five and seven years for a student to acquire the appropriate level skills for their academics. If a student has no prior experience in school or lacks parental support, this process could take up to ten years.
L2 Learners' Mother Tongue, Language Diversity and Language Academic Achievement Leticia N. Aquino, Ph. D. Philippine Normal University Alicia, Isabela, Philippines
