Developmental Interdependence Hypothesis by Keri Davies

kdavies8 — 2023-11-07 18:09:50 UTC

The theory behind Cummins Iceberg Model is children can use the skills and concepts from their native language and apply them to learning a new language. This allows a transfer of skills and concepts instead of relearning. Children who are proficient and literate in their first native language are then able to learn a second language more rapidly than those who are not.

Jim Cummins - Methodology in Language and Translanguaging

lbuck9 — 2023-11-07 19:51:37 UTC

Meet Jim Cummins who explains how L1 and L2 are interdependent, and how one develops L2 proficiency when L1 skills are preserved and applied to L2, with opportunities to scaffold and practice using these skills whether it be listing, speaking, reading, and writing.

Scaffolding Literacy Instruction for English Language Learners

lbuck9 — 2023-11-08 22:32:22 UTC

This video shows a teacher utilizing strategies that encourages students to draw on what they know in their first language as they learn a second one. This lesson pairs fiction with non-fiction and emphasizes the importance of pacing, scaffolding, and processing time. Relevant text topics that engage students through connection and activates prior knowledge are used to compel students into working and being successful. Reading and vocabulary strategies are broken down and rehearsed so students become familiar with the language demands of each task. Reading strategies include close reading, text coding/annotating, and capturing notes. Vocabulary strategies include identifying unknown words and using context clues to define them. Throughout the lesson the teacher also stops to have students orally rehearse their thoughts and ideas. This strategy enhances development of language and critical thinking skills.

Using Language to Describe Learning Outcomes: Co-constructing...Sharing the Cognitive Load

lbuck9 — 2023-11-09 22:38:16 UTC

Rolstad (2003) introduced the concept of second language instructional competence, and argues that, "Learning to use and understand language in academic settings, is part of learning academic subject matter, just as learning to use and understand language in any out of school endeavor" (Rolstad 2003). This concept supports using students' L1 to understand school subject matter instruction in the majority language, acknowledging that ELs need time and learning experience before they are mainstreamed into classes where the a language teacher expert is not available. For example, at the middle school level, multilingual learners struggle to access curriculum in Social Studies and Science, where the demands of language are high. However, they may see success in an ESL/ELA classroom. View this video to learn how to co-construct learning outcomes with students, as they develop academic language necessary to engage in the learning process.

THRESHOLD HYPOTHESIS

faithtran3 — 2023-11-09 23:12:44 UTC

The additive bilingualism enrichment principle, proposed by Jim Cummins, posits that high proficiency in both languages yields cognitive advantages, emphasizing linguistic and cognitive flexibility. It classifies bilinguals (Proficient, Partial, Limited) and distinguishes additive and subtractive bilingualism processes based on language proficiency levels.

Creating new schema

faithtran3 — 2023-11-09 23:20:14 UTC

Virtual learning or educational experiences will build new schemas for MLL

faithtran3 — 2023-11-09 23:30:16 UTC

Schema activation can happen through read aloud. It should start in their native language, and then there should be a transition by using a dual language read aloud. Eventually, L2 read alouds should be the ultimate goal.

Frayer Model

faithtran3 — 2023-11-10 00:42:19 UTC

This is a modification of the FRAYER model for ELL/MLL students to help them build their vocabulary.

Preview - View- Review

faithtran3 — 2023-11-10 01:08:23 UTC

Preview - View- Review helps students make connections between the L2 and their L1

Word Maps

faithtran3 — 2023-11-10 01:08:31 UTC

Word maps help MLL integrate new words

Synopsis for Cummins' L1 and L2 Developmental Interdependency

lbuck9 — 2023-11-10 04:02:07 UTC

How do students apply prior knowledge to new learning? Cummins suggests there’s an interdependent relationship between the two. He argues that it is unnecessary for students to relearn content knowledge in L2, when they’ve already demonstrated proficiency of that same knowledge in L1. As educators, we value students' time, as well as our own, so Cummin’s Hypothesis of Developmental Interdependence is worth exploring. He proposes that L1 linguistic knowledge and skills that a child possesses can be extremely instrumental to the development of corresponding abilities in the L2 (Vrooman 2009). He recommends leveraging the skills from L1 to transfer to L2, which would result in more rapid progress in learning the content in L2. According to an article in Principles of Language Acquisition, Cummins perceives “time spent in learning academic content and literacy in the native language is not time lost to educational achievement in the L2.” Cummins leaves educators with what he calls Teaching for Transfer, leaving no room to abandon or isolate L1, but instead use it to strengthen L2, “effective teachers recognize and value the vast store of knowledge students have in their first language, and provide instruction that enables them to draw on this knowledge (Cummins 2017).”