Compare And Contrast The SUP And CUP Models Of Language Proficiency Case Study

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Compare and contrast the SUP and CUP models of language proficiency.
• Separate Underlying Proficiency o Proficiency in the first language is view entirely separate from proficiencies in the second language o Skills learned in the first language will not transfer to the second language o Language development activities in the first language will not enhance learning of a second language o Many CLD parents tell parents to discontinue using the primary language and only speak English. Teachers do this as well
• Common Underlying Proficiency o Involved in cognitively demanding communicative tasks, and it is independent across languages. o Research supports a strong correlation between reading skills in the first and second languages. The better …show more content…

There are sufficient quantities of this input to ensure optimal learning

Compare and contrast the monolingual norm assumption and bilingual education.
• Monolingual Norm Assumption o The belief that the monolingualism is the cognitive-linguistic norm that the child’s cognitive system is fragile and only designed to cope with one language o Negative myths that surround bilingualism
• Bilingual Education o Provides students with culturally appropriate learning experiences, opportunities for continued use of the first language, and experiences designed to promote the learning and effective use of a second language o Take steps to develop both oral and written skills in both languages at early ages o Rarely exists in the classrooms in the United States
Discuss BICS/CALP model of language proficiency.
• Being on a continuum instead of being discrete and separate entities
• BICS takes about 2 years to develop to a level to have a conversation with a native speaker of the language
• CALP takes between 5-7 years to develop to a native like level o 7-9 years is typical for immigrant students to catch up academically with native students
List and define the most commonly observed processes in language …show more content…

1. Languages spoken in the home
2. Parents’ education level
3. County of birth of the student and the parents
Define cultural competence.
• Recognize that each person in each culture is an individual, and that great heterogeneity exists in each culture group o Becomes aware of his or hers assumptions o Attempts to understand the worldview of his or her culturally different clients o Actively developing and practicing appropriate, relevant, and sensitive intervention strategies and skills in working with his or her culturally different clients
How do you increase your cultural competence?
• Evaluate your own values and assumptions
• Read as much as you can about the family’s linguistic and cultural background
• Team up with persons from the local culture community who can act as interpreters and informants
• Consider the value system of the family and larger community when setting intervention goals
• Ask students, family members, and interpreters to share important aspects of their culture with

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