Social vs. Academic Language

One of the most important theorists in the area of academic second language is Jim Cummins.

View the video clip of Jim Cummins in which he briefly explains his theory.

Study the graph titled, "Length of Time Required to Achieve Age-Appropriate Levels of Conversational and Academic Communicative Proficiency." The graph shows that, in general, conversational (social) language develops in about two years, but cognitive-academic language takes much longer.  Part of the difficulty with academic proficiency is that the native English speakers are learning at the same time; they're not standing still while the LEP students catch up. They are a moving target.

It is, also, important to understand that social and academic language can be learned concurrently and, in fact, this is commonly the case with secondary ESOL students who have not had previous English language learning experiences.  Participation in school, both socially and academically, is a strong motivation for students to learn both social and academic English.

Content teachers who include attention to language in their courses and who teach learning strategies (such as how to use textbooks) help students acquire academic skills and language.  The main goal of this online course is to provide content teachers the opportunity to learn and practice how to facilitate the development of ESOL students' academic language so the students understand the curriculum and meet the Sunshine State Standards.

Read pages 34-37 in your study guide. Answer the following questions:

1. Why is it important for teachers to understand these concepts of social and academic language and the time it may take to acquire them?
2. What are some factors that may affect an individual student's pattern of social and academic language acquisition?

You may submit your answers to the facilitator using either the downloadable document or p. 38 in the Study Guide.

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