Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h4MJwOC12086; Thu, 22 May 2003 15:58:25 -0400 (EDT) Date: Thu, 22 May 2003 15:58:25 -0400 (EDT) Message-Id: <4e.1ca98f61.2bfe854a@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: Sandees32605@aol.com To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:9019] Re: Presentation X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 5.0 for Mac sub 28 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 1196 Lines: 30 In a message dated 5/22/03 12:18:24 PM, AndresM@epcc.edu writes: << Before people get CALPS in a second language they must get BICS in that language. >> This is the Jim Cummins doctrine so far as the experience of children's second language learning, but.......... some research - and surely my own experience with adult learners - indicates that many academic types among adult ELLs read academic English fairly well ....... before they acquire BICS. The reason is that these people have little to no experience with spoken English in the native country, but at the same time are using English-language textbooks particularly in the sciences. This phenomena may also explain the sometimes huge disparity between some ELL's high TOEFL/GRE scores and quite low levels in listening/speaking. The high test scores would seem to indicate academic readiness; however, without the necessary BICS, these students almost inevitably have a very rough time with academic courses in the US where listening/speaking skills are as important as reading/vocabulary levels. How about the rest of you working with adult students? Similar experiences? Sue Sandeen ESOL Gainesville, FL USA
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