The document discusses language development needs in students that are often hidden by their oral competence. It specifically addresses the difference between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). For students to develop CALP, they need activities that fall in Quadrant B - cognitively demanding tasks that are context embedded. Lessons focusing on Quadrant C also require linguistic and contextual support. Quadrant D tasks, like copying, should be avoided as they do not promote deep thinking.

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LANGUAGE DEVELOPMENT NEEDS ARE OFTEN MASKED BY ORAL COMPETENCE!!

3. Abstract
Context reduced
(pupils have little
knowledge and
can’t relate)
Cognitively undemanding work
Activities that can be completed
without much thought
Cognitively demanding work
Activities requiring deep thinking
Concrete
Context
embedded
B
DA
C
For CALP, Quadrant B is required; for lessons in C:
linguistic and contextual support is required; D is
tempting (copying is one example), but should
be avoided!

4. Abstract
Context reduced
(pupils have little
knowledge and
can’t relate)
Cognitively undemanding work
Activities that can be completed
without much thought
Cognitively demanding work
Activities requiring deep thinking
Concrete
Context
embedded
B
DA
C
For CALP, Quadrant B is required; for lessons in C:
linguistic and contextual support is required; D is
tempting (copying is one example), but should
be avoided!
Generalises
Compares and contrasts
Summarises
Plans
Classifies by known criteria
Transforms and personalises
Recalls and reviews information
Seeks solutions to problems
Reading to find specific
information:
Identifies, names, matches,
retells
Transfers information from one
medium to another:
Applies known procedures
Describes observations
Sequences
Narrates with sense of
beginning, middle, and end
Argues a case using evidence
Identifies criteria persuasively
Develops and sustains ideas
Justifies opinion or judgment
Evaluates critically
Interprets evidence & makes deductions
Forms hypotheses, asks further questions
Predicts results
Applies principles to new situation
Analyses, suggests solution and tests
Parrots: repeats utterances of
adult or peers
Copies: reproduces information
from board or texts

6. DARTs are:
• Gap fill exercises
• Sentence halves
• Jumbled sentences and
paragraphs

8. Purpose Type
Sorting Charts, tree diagrams
Sequencing Storyboards, timelines, flow-charts, branching diagrams, cycles
Logical connections Cause-and-effect diagrams, mind maps, Venn diagrams
Ordering / ranking Ladders and pyramids

9. To start with…
Then…
Next…
After that…
Finally… Your view
I think that / My view is…
Your reasons
The main reason is… because…
Also…
Moreover / additionally…
Finally…
Concluding the letter
To sum up / To conclude, I would like…
An acceptable solution / compromise would / might /
could be…

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