Republic of the Philippines
Region V (Bicol)
Bicol University Graduate School
Legazpi, City
Name: ___________________________
Subject: Theories of Reading
Module/Topic: Theories of Language Acquisition
(Linguistic Interdependence Theory)
Professor: Merriam P. Maldo
Prepared by: Ma. Contessa O. Guanzon
MODULE
Theories of
Language
Acquisition
Linguistic
Interdependece
Theory
Jim Cummins
Title: Jim Cummins’ Linguistic Interdependence Theory
Theories of second language acquisition enables us to develop a deeper understanding of
how children learn a second language. Considering these theories and our personal
experiences as both learners and teachers helps us to critically examine our practice in
order to determine the types of tasks and activities that suit the needs of our L2 learners.
Learning Outcomes
At the end of this module, the students are expected to:
1. Learn key concepts and terms about the interdependence theory
2. Learn about Jim Cummins’ contribution to the language acquisition theory
3. Explain the difference between social language and academic language acquisition as
theorized by Jim Cummins
Introduction
We continue our examination of some of the more groundbreaking and essential
theories on the subject of second language acquisition with the work of James Cummins. He
believed that there are marked differences between social interaction and academic teaching as a
method for acquiring and comprehending a second language. His theory can be broken down
into two different aspects that are both necessary for learners to have a confident grasp of the
language they are trying to learn, Basic Interpersonal Communication Skills and Cognitive
Academic Language Proficiency. Cummins felt that the cognitive, not the behavioral, approach
is the more effective way to learn a new language and being bilingual can help students excel in
their studies. This is particularly true with second language learners who already have a firm
grasp of their native language, as he believed it provides them with the necessary foundation for
learning the second.
Key Points
Basic Interpersonal Communication Skills (BICS) – this aspects supports and
encourages natural communication in social situation like recess, lunch or during sports
and extra-curricular activities
Cognitive Academic Language Proficiency (CALP) – refers to the learners ability to
read, write and communicate on a level effective enough to exceed in their academic
pursuits
Common Underlying Proficiency – provides the base language support for the first
language of the student and the second language as well.
Core Content
Name of Theory: Jim Cummin’s Interdependence Theory
Central Idea: Cummins believed that if a learner has already learned a language,
namely their native tongue, then they are readily equip to learn a
second.
Proponent: Jim Cummins
Background Information about the Proponent
Jim Cummins’s language acquisition theories have directly influenced classroom
instruction. Cummins distinguishes between two types of language, Basic Interpersonal
Communications skills (BICS) and Cognitive Academic Language Proficiency (CALP) have
directly influenced classroom instruction. This distinction had led teachers to a better
understanding of language ability and expectations. Research has shown that the average student
can develop conversational fluency within two to five years.
The Linguistic Interdependence Theory/ The “Iceberg Model”
To the extent that instruction in L1 is effective in promoting proficiency in L1,
transfer of this proficiency to L2 will occur provided there is adequate exposure to L2 (in
school and environment) and adequate motivation to learn L2
Explaining BICS and CALP
Classroom teachers need to understand the difference between social language and
academic language acquisition. Here is a simple description of BICS and CALP as theorized by
Jim Cummins.
Basic Interpersonal Communication Skills (BICS)
Experts such as Jim Cummins differentiate between social and academic language
acquisition. Basic interpersonal communication skills (BICS) are language skills needed in social
situations. It is the day-to-day language needed to interact socially with other people. English
language learners (ELLs) employ BICS when they are on the playground, in the lunchroom, at
parties, playing sports and talking on the telephone. Social interactions are usually context
embedded. They occur in a meaningful social context. They are not very demanding cognitively.
The language required is not specialized. These language skills usually develop within six
months to two years after arrival in the U.S. Problems arise when teachers and administrators
think that a child is proficient in a language when they demonstrate good social English.
Cognitive Academic Language Proficiency (CALP)
Cognitive academic language proficiency (CALP) refers to formal academic learning.
This includes listening, speaking, reading, and writing about subject area content material. This
level of language learning is essential for students to succeed in school. Students need time and
support to become proficient in academic areas. This usually takes from five to seven years.
Recent research (see for example, Thomas & Collier, 1995) has shown that if a child has no prior
schooling or has no support in native language development, it may take seven to ten years for
ELLs to catch up to their peers.
Academic language acquisition isn't just the understanding of content area vocabulary.
It includes skills such as comparing, classifying, synthesizing, evaluating, and inferring.
Academic language tasks are context reduced. Information is read from a textbook or presented
by the teacher. As a student gets older the context of academic tasks becomes more and more
reduced. The language also becomes more cognitively demanding. New ideas, concepts and
language are presented to the students at the same time. Jim Cummins also advances the theory
that there is a common underlying proficiency (CUP) between two languages. Skills, ideas and
concepts students learns in their first language will be transferred to the second language.
Situation: There is a student who speaks English very well. She participates orally in the
class and socializes with other students. She even translates for other students. However
she is doing very poorly in other content areas such as math and physical sciences.
This student has acquired BICS (Basic Interpersonal Communication Skills) but has not
yet acquired CALP (Cognitive Academic Language Proficiency) needed to learn in content
areas. Many second language learners are exiting ESL programs at the BICS level. Teachers
need to work on CALP before these students are leaving high school. Good BICS also fool
mainstream teachers, who think that a learner speaking with friends during the break is just being
lazy when not doing his/her work.
Common Underlying Proficiency
Cummins believed that if a learner has already learned a language, namely their native
tongue, then they are readily equipped to learn a second. This previous knowledge serves to
support their understanding of basic skills and concepts related to language and, thus, a second
language should theoretically come easier to them, as would a third or even fourth come even
easier as they progress. This common underlying proficiency gives every learner the ability to
learn new languages!
Can
you do Activities
this?
A. Choose the letter of the correct answer.
1. Which of these sets of words is associated with Jim Cummins?
a. Acculturation theory, Social Distance hypothesis, culture shock
b. Comprehensible Input hypothesis, I + 1, realia, props, visuals, manipulate
c. Iceberg Model, BICS, CALP
d. Processing Continuum Model, attention, meaning
2. Who believed that skills, ideas and concepts students know in their first language will be
transferred to the second language? (CUP)
a. Piaget
b. Bruner
c. Krashen
d. Cummins
3. According to Jim Cummins “playground language” is called
a. BICS
b. CALP
4. Requires students to listen, speak, read, write with a content material compare, classify,
synthesize, evaluate, and infer.
a. CALP
b. BICS
5. Cummins believed the benefit of a student schooled in their native language for a few
years will:
a. Help students label objects
b. Share information in a predictable order
c. Follow oral directions
d. Maintain social interaction
e. All
B. Explain briefly
1. Discuss briefly Jim Cummins model of BICS and CALP.
2. How does his model relate to teaching and learning of English as a second language?
Summary
Cummins’s language acquisition theories break language down into categories that are
very critical for teachers to understand. His theories can be summarized as:
1. Second language learners become proficient in Basic Interpersonal Communication
years before becoming proficient in Cognitive Academic Language.
2. The ease of understanding language depends on the context in which it is used.
Context-embedded Communication is easier to understand than Context-reduced
Communication.
3. The ease of understanding language also depends on whether the language is
cognitively demanding or undemanding.
References
Cummins, J. (2000) Language, Power and Pegagogy. Clevedon : Multimlingual Matters
Cummins, J.: 1979, ‘Cognitive/academic language proficiency, linguistic
interdependence, the optimum age question and some other matters’, Working Papers
on Bilingualism 19, 121–129.
Brooks, Nelson (1960). “Language and Language Learning”. New York: Harcourt, Brace
and World.
Brooks, Nelson (1960). “Language and Language Learning”. New York: Harcourt, Brace
and World.
Lemetyinen, H. (2012, October 24). Language acquisition. Simply Psychology.
[Link]
Answer Key
A.
1. C
2. D
3. A
4. A
5. E
B.
Rubrics for Scoring
Criteria Excellent Satisfactory Needs
Improvement
Content/Ideas The ideas are full There are ideas but not There is no Idea and
detailed and well detailed and slightly collaboration at all
elaborated elaborated
10 points 8 points 6 points
Organization The ideas are well The ideas are slightly The ideas are not
organized and organized and have organized and
presented good presentation presented
5 points 4 points 2 points
Grammar and There are no grammar There are slight There are lots of
Punctuation errors, an excellent grammar errors, has grammar errors and
choice of words and good choice of words poor choice of words.
punctuation marks are and some misuse of Punctuation marks are
appropriately used punctuation marks inappropriately used
5 points 3 points 2 points
Total Score
