This document provides an overview of sheltered English immersion (SEI) and second language acquisition theory. It discusses Jim Cummins' model of distinguishing between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). BICS develops more quickly within 1-2 years through visuals, hands-on activities, and modeling, while CALP takes 5-7 years and involves higher-order thinking skills. Educators learn to match language activities to different contexts in Cummins' quadrants and to convert academic tasks from context-reduced to context-embedded formats. The objectives are to demonstrate knowledge and analysis of second language acquisition factors and comprehension of Cummins' model by matching activities to it.

1. Foundations of Sheltered
English Immersion (SEI)
part 1
Educators:
Melissa Castillo & Nicole Teyechea

2. AZ’s Professional
Teacher Standard
• Standard 8: The teacher demonstrates current
professional knowledge sufficient to effectively
design and plan instruction, implement and manage
instruction, create and maintain an appropriate
learning environment, and assess student learning.
– 4. Learning theories, subject matter, curriculum
development, and student development and how to use
this knowledge in planning instruction to meet curriculum
goals.

3. Content Objectives
PWBAT demonstrate knowledge of second
language acquisition learning theory by
identifying and reviewing basic concepts
of second language acquisition.
PWBAT demonstrate comprehension of
second language acquisition learning
theory by matching activities to Cummins
BICS and CALPS quadrant.

4. Language Objectives
PWBAT demonstrate analysis of second
language acquisition by discussing factors
that are research based.
PWBAT demonstrate synthesis of second
language acquisition learning theory by
writing academic tasks that provide clues
for students to understand what is
expected.

5. What do you already
know?
In your packet for Foundations of
Structured English Immersion…
• Take a few minutes to answer this T/F on Myths
of Second Language Acquisition.
• Try your best…
• Save it and we will return to it within the hour.

6. WHY SEI?
Fact: This is nothing new!
Read about the History of Bilingual
education.
• Highlight the major events
• Be prepared to share when we create a
group timeline to chart the circumstances
that brought us here today.

7. What Factors Do You Believe
Affect Second Language
Acquisition?
• Share responses with each
other at your table and be
ready to share in whole group
(5 minutes)

8. Factors Affecting Second
Language Acquisition
1. Motivation
2. First language development and proficiency
3. Language distance and attitude
4. Access to the language
5. Age
6. Personality and learning style
7. Peers and role models
8. Quality of instruction
9. Cultural background

9. How Does Each Factor Affect
Second Language Acquisition?
Jigsaw Activity
• Read ERIC Digest (5minutes)
• Count off by 9
• On chart paper list your ideas & responses
regarding your language acquisition factor (what does
this article tell us? Use your experiences as well.)
• Be ready to share with whole group (10 minutes)

10. What is the Difference
Between Academic and
Social Language?
•Cognitive Academic Language Proficiency (CALP)
•Basic Interpersonal Communication Skills (BICS)
A theory by Jim Cummins

11. Key words in getting
Cummins’ Idea
• Context-Embedded: Provides many cues
for the learner to access information
(realia, video, plays, illustrations)
• Context-Reduced: Learner must relay on
language to access information
(lecture, reading a text, worksheets)

12. more Key words in getting
Cummins’ Idea
• Cognitively demanding: Learner must have
enough background knowledge to scaffold
new ideas that are academically
challenging.
– (BICS, CALPS, Second Language Acquisition Theory)
– Bloom’s Levels: synthesizing, evaluating, inferring
• Cognitively undemanding: Language
required is social and not specialized.
– (What color is an apple?)
– Bloom’s Levels: Knowledge

13. Cummins’ Model of
Academic Language
Cummins’ Context Embedded Context Reduced
Model
Cognitively A Which activity fits C Which activity
Undemanding here?
fits here?
Cognitively B D
Which activity Which activity fits
Demanding
fits here? here?
Organize your activities to match the Cummins’
quadrants.
Be ready to share in 2 minutes.

14. Cummins’ Model of
Academic Language
Cummins’ Context Embedded Context Reduced
Model
Cognitively A Points to C Tells a story about
Undemanding classroom items
their childhood
Cognitively B Uses graphic organizers D
Reads the textbook
Demanding to identify main points and answers
of reading passage questions at the end
of the chapter

15. BICS
(Basic Interpersonal Communication Skills)
Levels would include: 1-2 years to acquire
• Intro
• Beginning
Students need: Students demonstrate:
• Visuals Meaningful and context embedded
• TPR Social language
• Hands-on Cognitively undemanding
• Natural Approach First levels of Bloom’s Taxonomy
• Modeling (Knowledge, Comprehension,
• Group work Application)

16. CALP
(Cognitive Academic Language Proficiency)
Levels would include: 5-7 years to acquire
• Intermediate
• Advanced
• Transitional
Students Demonstrate:
• Ability to read (high School text)
• Listening, speaking, reading and writing skills in content area
• Critical thinking and questioning skills
• High levels of Blooms (classifying, synthesizing, evaluating, and
inferring)
(We must remember however that they still can and should benefit from the use of the strategies previously shared in BICS)

17. Converting Academic
Tasks from
D to B
In pairs or groups choose one of the four
activities on BLM# 6 and convert the
Context Reduced to Context Embedded.
(from quadrant D to B)
Be sure to keep the cognitive demand!
We will share in FIVE minutes!

18. Did we meet our
objectives?
1. PWBAT demonstrate knowledge of second language
acquisition learning theory by identifying and reviewing
basic concepts of second language acquisition.
2. PWBAT demonstrate analysis of second language
acquisition by discussing factors that are research based.
3. PWBAT demonstrate comprehension of second language
acquisition learning theory by matching activities to
Cummins BICS and CALPS quadrant.
4. PWBAT demonstrate synthesis of second language
acquisition learning theory by writing academic tasks that
provide clues for students to understand what is
expected.
Which numbers are language objectives? What
words support your response?

19. Back to the Myths T/F
• Let’s review

20. Time for a break!
• Take 10 minutes!