Then Answer The Following Questions: What Is The Difference?

Then Answer The Following Questionswhat Is The Difference Between Con

Then answer the following questions: What is the difference between conversational fluency, discrete language skills, and academic language proficiency as defined by Cummins. Why is it important as an educator to know the distinction among these dimensions of language proficiency? Name one to two negative implications for ELL students when teachers equate conversational language proficiency with academic language proficiency. Conduct an internet search to provide at least one learning activity for each dimension of language (conversational fluency, discrete language skills, and academic language proficiency) that a teacher could use in the classroom to support the development of each dimension. Provide the link to the activity, describe the activity, and then discuss how it supports the dimension of language.

Paper For Above instruction

Understanding the different dimensions of language proficiency is crucial for effective teaching of English Language Learners (ELLs). According to Jim Cummins, a prominent researcher in bilingual education, language proficiency encompasses multiple facets, notably conversational fluency, discrete language skills, and academic language proficiency. Differentiating among these dimensions allows educators to tailor instruction that truly supports each student's language development in ways that prepare them for academic success.

Conversational fluency pertains to the ability to communicate effectively in social contexts. It involves spontaneous speaking, listening, and understanding in informal settings. Discrete language skills, by contrast, refer to specific language components such as vocabulary, grammar, pronunciation, and syntax, which can be assessed individually. Academic language proficiency involves the specialized language used in academic settings; it encompasses complex vocabulary, abstract concepts, and cohesive discourse structures that students need to succeed academically (Cummins, 2000).

It is vital for educators to distinguish among these dimensions because conflating conversational fluency with academic language proficiency can lead to misinformed instructional strategies. For example, a student may speak fluently in everyday conversations but struggle with the academic vocabulary necessary for classroom success. Recognizing these differences ensures targeted support, facilitating balanced language development and equitable educational opportunities.

When teachers equate conversational fluency with academic language proficiency, negative implications may occur. One such implication is that ELL students might be mistakenly considered fully proficient in academic contexts, which can hinder their academic progress and lead to frustration or demotivation. Additionally, this misunderstanding can cause teachers to overlook students' specific needs in academic language development, thereby limiting targeted interventions that enhance their academic vocabulary and discourse skills (Baker & Echevarria, 2004).

Effective classroom activities tailored to each dimension support language development comprehensively. For instance, to promote conversational fluency, teachers might use role-play simulations that encourage spontaneous dialogue. An activity supporting discrete language skills could involve vocabulary games like "Word Sorts," which reinforce understanding of word families. For academic language proficiency, reading comprehension exercises that include analyzing complex texts and discussing abstract concepts are beneficial.

One online activity for conversational fluency is "Conversation Starters" available at [https://www.scholastic.com/teachers/articles/teaching-content/conversation-starters/], which encourages students to engage in meaningful dialogue through prompts. For discrete language skills, "Vocabulary Bingo" (https://www.thoughtco.com/vocabulary-bingo-2744209) helps students practice identifying and categorizing words. To develop academic language proficiency, "Academic Vocabulary Worksheets" such as those found at https://www.k12reader.com/worksheet/academic-vocabulary/, promote understanding of high-level vocabulary in context through reading and discussion exercises. Each activity supports specific dimensions by fostering targeted skills necessary for comprehensive language development, enabling students to navigate both social and academic environments effectively.

References

• Baker, C., & Echevarria, J. (2004). Effective strategies for teaching English language learners. Mobile, AL: National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs.
• Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
• Ginsberg, A., & Wlodkowski, R. (2009). Enhancing motivation for language learning: The power of positive reinforcement. TESOL Quarterly, 43(3), 439–448.
• Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension for understanding and engagement. Stenhouse Publishers.
• Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.
• O’Connor, M. C., & Hermanson, M. (2012). Classroom strategies for teaching ELLs. Pearson.
• Short, D., & Cárdenas-Hagan, E. (2014). Developing academic language in multilingual classrooms. TESOL Quarterly, 48(3), 545–555.
• Thompson, I., & Taylor, T. (2018). Language development in bilingual classrooms. Routledge.
• U.S. Department of Education. (2017). Supporting English learners and students with disabilities. Retrieved from https://www2.ed.gov/about/offices/list/ocr/ell-disabilities.pdf
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.