1 / 14

Native and NonNative

Native and NonNative . What are the differences? Should we care? What can we do?. BICS and CALPs. BICS – Basic Interpersonal Communication Skills CALPs – Cognitive Academic Language Proficencies. Conversational is first Oral/Aural “ Should” Short, easy to process

mariko
Download Presentation

Native and NonNative

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Native and NonNative What are the differences? Should we care? What can we do?

  2. BICS and CALPs • BICS – Basic Interpersonal Communication Skills • CALPs – Cognitive Academic Language Proficencies

  3. Conversational is first Oral/Aural “Should” Short, easy to process Compound sentences, repetition, common words, body language, tone of voice Academic comes later Both Written and Spoken “You might find”, “You might want to think about”, “Another option would be” Dense! Subordination, nominalization, nuances through vocabulary, complex organization of material with visual clues What have they been taught?

  4. NS and NNS text Top Ten differences Eli Hinkel’s book: Second Language Writers’ Text, Linguistic and Rhetorical Features (OK with a little Caveat)

  5. Top-Tier Differences • Limited Vocabulary - need contextualized academic vocabulary, as well as idioms and collocations • Vague Nouns (people, world, life, kid…) • 1st and 2nd person pronouns • Phrase-level Coordinators, Sentence Transitions, and Demonstrative Pronouns

  6. Second-Tier • BE verbs • Lack of nominalizations • Limited use of Passive Voice • Arbitrary, extreme statements • Limited use of “It-cleft” strings

  7. Third-Tier • Use of progressive tenses • Participles not used as adjectives • Use of “cause” clauses instead of conditionals • Using separate sentences instead of adjective clauses

  8. Generation 1.5 vs International • Second-language students who graduate/finish US high schools • More than 2 years, fewer than 10 • No academic language in any language • Orally sounds fluent • Limited content knowledge • CAVEAT – not all students are like this!

  9. Gen. 1.5 vs International Hello Clara how are you?this is me xxxxxxx.I hope you remember me,i applied for xxxxxxx Scholarship but unfortunetly i didnt get it,and i i know the reasons why i didnt get,because of my SAT scores in English,actually this is first time i have given SAT,anyhow the reason why i am mailing you is on 12 of april i got my scores from LOEP test at MC but i am not satisfied with what i have got,because i think that  i can do and should be placed in better level than that,so thats why i am giving my second SAT on 5 May,i hope i will do good on it..On my first SAT i got around 630 in math and 280 in critical thinking and 450 in my writing.my math is not that bad but i screwed up in english and thats why i am giving again..so is it possible that instead of just inrolling me with theLOEP scored i got,can we little hold on to what i get on my SAT on may 5 and if i do better in that one ..then i dont need to do the EL classes i mean then i will exempt from those classes,and if not then i will just move with whatever classes i have to take EL,and RD..And also i am taking Honors English 12 in high school right now...and doing pretty good in it..so i request that can we just wait for my SAT on May 5 and then take decision where i have to go and from where i have to start..i will very thankful to you for this act of kindess. Yours Sincerely xxxxx

  10. Instructors’ Perceptions • NonNative English writers make more mistakes. • They are “awkward”. • Their sentences might start out okay, but then they lose structure.

  11. Should we care? • If language affects comprehension – absolutely • If language limitations hamper student’s academic progress – surely • If language affects perception of student’s abilities – perhaps • If language is awkward but comprehensible - maybe

  12. So what’s an Instructor to do? • Don’t sweat the small stuff. • Model • Teach vocabulary and STRINGS. • Show students what you expect. • Have confidence in your own standards, but be reasonable. • Get students to use MC’s resources!

  13. Websites • Citation Machine: http://citationmachine.net/ • AWL Profiler: http://www.er.uqam.ca/nobel/r21270/textools/web_vp.html • AWL: http://www.vuw.ac.nz/lals/research/awl/index.html • Concordancers: http://www.lextutor.ca/concordancers/concord_e.html • Gen. 1.5 info: http://www.readingmatrix.com/archives/archives_vol4_no3.html

  14. More websites • Plagiarism and ESL brief site: http://www.tesol.org/s_tesol/sec_document.asp?CID=192&DID=984 • BICS and CALPs critique: http://www.iteachilearn.com/cummins/bicscalp.html • First and second language writing: http://www-writing.berkeley.edu/TESl-EJ/ej22/a1.html

More Related