An introduction to: Second Language Proficiency:  A Conceptual Journey by   Michael  Phillips University of Southern Queen...
Terminology <ul><li>Language proficiency </li></ul><ul><li>Language competence </li></ul><ul><li>First and second language...
Rationale <ul><li>A conceptual journey  </li></ul><ul><li>(a continuum of past, present & future) </li></ul><ul><li>A need...
(1) Why SLP? <ul><li>“ Due to globalization, internationalization and the enormous flow of information and population, soc...
 
(2) SLP Theory & Dimensions <ul><li>Proficiency – the ability to use knowledge </li></ul><ul><li>LP – the ability to use L...
Cummin's 1981 model with quadrants
(3) Factors Contributing to the Attainment of SLP <ul><li>Internal (age, aptitude, intelligence, motivation, attitudes, L1...
Cummin's 1979 “Iceberg” model  (above)  and h is 1981  ‘Dual Iceberg’ Representation of  Bilingual Proficiency (right)
(4) Attaining SLP in the classroom <ul><li>Need for contemporary and portable skillsets both in-/outside 21 st  century cl...
 
Some Questions <ul><li>What are the LP challenges, as you see them, in your teaching context? </li></ul><ul><li>How do you...
Further Reading Sasaki, M. (1996).  Second language proficiency, foreign language aptitude, and intelligence:  Quantitativ...
Final thoughts <ul><li>Thanks for viewing & listening. </li></ul><ul><li>I look forward to your participation online... </...
References  <ul><li>Cummins, J. (2000).  Language, power, and pedagogy - bilingual children in the crossfire.  Clevedon, E...
Upcoming SlideShare
Loading in …5
×

Second Language Proficiency: A Conceptual Journey

1,825 views
1,590 views

Published on

Final synced version.

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,825
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
0
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Second Language Proficiency: A Conceptual Journey

  1. 1. An introduction to: Second Language Proficiency: A Conceptual Journey by Michael Phillips University of Southern Queensland EDU8719 Conference Session 3: 24 - 26 October 2011
  2. 2. Terminology <ul><li>Language proficiency </li></ul><ul><li>Language competence </li></ul><ul><li>First and second languages </li></ul><ul><li>Second vs. foreign language </li></ul><ul><li>Language learning vs. language acquisition </li></ul><ul><li>I would encourage you to review these terms prior to reading the paper... </li></ul>
  3. 3. Rationale <ul><li>A conceptual journey </li></ul><ul><li>(a continuum of past, present & future) </li></ul><ul><li>A need to reconcile the paradigms of the past with the realities of the present </li></ul><ul><li>To encourage educators to rethink the hows and whys of L2-FL teaching and learning in the 21 st century classroom </li></ul><ul><li>There are four main sections... </li></ul>
  4. 4. (1) Why SLP? <ul><li>“ Due to globalization, internationalization and the enormous flow of information and population, societies have become increasingly fluid, multilingual and multicultural. This has significantly affected the economic life and education systems of every society. As a result, national education system reviews, academic performance and the fostering of language proficiency have been rethought in the world.” </li></ul><ul><li>Kawakami (2007, p. 1) </li></ul><ul><li>“ There are few areas in the social sciences that entail such far reaching consequences as the concept and assessment of ‘language proficiency ’” </li></ul><ul><li>Cummins (2000, p. 53) </li></ul>
  5. 6. (2) SLP Theory & Dimensions <ul><li>Proficiency – the ability to use knowledge </li></ul><ul><li>LP – the ability to use L1 knowledge </li></ul><ul><li>SLP - the ability to use L2 knowledge </li></ul><ul><li>Communicative competence/proficiency </li></ul><ul><li>(Bachman's CLA, Cummin's BICS and CALP) </li></ul><ul><li>Proficiency assessment and scales/levels </li></ul>
  6. 7. Cummin's 1981 model with quadrants
  7. 8. (3) Factors Contributing to the Attainment of SLP <ul><li>Internal (age, aptitude, intelligence, motivation, attitudes, L1, health & wellbeing) </li></ul><ul><li>External (classroom environment, curriculum, teaching methods, socio-cultural factors) </li></ul><ul><li>Interplay of factors (Selinker's Interlanguage, Cummin's CUP, Gardner's SEM) </li></ul>
  8. 9. Cummin's 1979 “Iceberg” model (above) and h is 1981 ‘Dual Iceberg’ Representation of Bilingual Proficiency (right)
  9. 10. (4) Attaining SLP in the classroom <ul><li>Need for contemporary and portable skillsets both in-/outside 21 st century classrooms </li></ul><ul><li>Also active linguistic environments, “Appropriate” language tasks, as well as IT enhanced and supported language learning </li></ul><ul><li>Ideological paradigm shift required </li></ul>
  10. 12. Some Questions <ul><li>What are the LP challenges, as you see them, in your teaching context? </li></ul><ul><li>How do your own experiences of language learning affect the way you view, teach, or learn a language? </li></ul><ul><li>What “non-language” factors may be activated or harnessed to enhance general SLP attainment? </li></ul><ul><li>How are you preparing and enabling your students for LP demands beyond the classroom? </li></ul>
  11. 13. Further Reading Sasaki, M. (1996). Second language proficiency, foreign language aptitude, and intelligence: Quantitative and qualitative analyses . New York: P. Lang. Harley, B., Allen, P., Cummins, J., & Swain, M. (Eds.) (1990). The development of second language proficiency . Cambridge: Cambridge University Press. Benati, A. G. (Ed.). (2009). Issues in second language proficiency . London: Continuum International Publishing. Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.
  12. 14. Final thoughts <ul><li>Thanks for viewing & listening. </li></ul><ul><li>I look forward to your participation online... </li></ul>www.actfl.org/i4a/pages/index.cfm?pageid=4996
  13. 15. References <ul><li>Cummins, J. (2000). Language, power, and pedagogy - bilingual children in the crossfire. Clevedon, England: Multilingual Matters. Retrieved 23 July 2011 from site.ebrary.com.ezproxy.usq.edu.au/lib/unisouthernqld/ home.action </li></ul><ul><li>Kawakami, I. (2007). Children crossing borders and literacies: Education for the 21st century. Retrieved 22 July 2011 from www.gsjal.jp/kawakami/dat/0901.pdf </li></ul><ul><li>Image Credits: </li></ul><ul><li>Slide 5 - en.bab.la/news/world-languages.html </li></ul><ul><li>Slide 7 - www.state.nj.us/education/bilingual/ell_mainstream/images/SSSchema2.gif </li></ul><ul><li>Slide 9 – [upper] wiki.apa.uoit.ca/EDUC5001-SEP10/index.php/Jim_Cummins </li></ul><ul><li>[lower] www2.education.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/iceberg.html </li></ul><ul><li>Slide 13 – [upper] www.flickr.com/photos/jrhode/436318573/sizes/o/ </li></ul><ul><li>[lower] multiliteraciespp107.blogspot.com/ </li></ul><ul><li>Slide 11 - www.informl.com/2008/08/30/ecologies-of-learning/ </li></ul><ul><li>Slide 13 – [upper] www.continuumbooks.com/Books/detail.aspx?BookID=133127 </li></ul><ul><li>www.cambridge.org/us/esl/catalog/subject/project/item404761/The-Development-of-Second- </li></ul><ul><li>Language-Proficiency/ ?site_locale=en_US </li></ul><ul><li>[lower] openlibrary.org/works/OL3746374W/Second_language_ proficiency_foreign_language_aptitude </li></ul><ul><li>_and_intelligence </li></ul><ul><li>books.google.com/books/about/The_study_of_second_language_acquisition.html? Id= </li></ul><ul><li>g_aaPwAACAAJ </li></ul>

×