Content and Language Learning Opportunities in a Dual Language Program

Description

Asian students are moving to English speaking countries for their secondary education in increasing numbers. These English language learners (ELLs) often become proficient in playground conversations but have difficulties in accessing content in regular classes. Researchers attribute this as a difference between basic interpersonal communicative skills (BICS) and cognitive academic language proficiency (CALP) and the case is being made that as academic English (AE) is sophisticated and decontextualized, ELLs should not be in content classes till they are full-proficient in AE. To explore content and language learning opportunities in content class, this presentation discusses how ELL students cooperate with each other in a dual language program in the USA and what language they use in group and teacher-student interactions. Findings show that (1) degree of student’s formal language use is relevant to the pedagogical nature of collaborative tasks (e.g. whether the task involves clear language objectives and particular skeletal sentences); and (2) students’ use of formal language increased when addressing the instructor while informal language characterized peer cooperation. One major implication is that besides teaching content knowledge, content instructors can be encouraged to improve ELLs’ AE by providing appropriate scaffolding on language use and negative feedback.

Period	29 Jun 2018
Held at	University of Macau, Macao, China
Degree of Recognition	International