We do a lot of print literacy with low literacy L1 students. However, we
do native language literacy before we do L2 instruction. The person who
has researched this subject the most is Jim Cummins. According to
Cummins there are BICS (basic interpersonal communication skills) and
CALPS (cognitive academic language proficiency skills). The process to
go from BICS to CALPS is from BICS to CALPS in L1. It is very difficult
to go from BICS in L1 to CALPS in L2. However, it is easier to go from
CALPS in L1 to CALPS in L2. 

For example, say that you have an L1 student. It is nearly impossible
that the student will be able to recognize verbs in L2 if someone has
not taught the student that a verb is an action word. Same goes with
nouns, adjectives, etc. However, once students have mastered the concept
of verbs, adjectives and nouns, etc. they will be able to understand
recognize them in a second language. 

You can see this ability in math pretty well. Math is a cognitive skill.
Once mastered in one language it will be easily applied in other
languages. However, if you don't know math in L1, it will be twice as
tough to acquire math in L2. 

In language learning the same applies. A person with L1 CALPS knows what
verbs, nouns and adjectives are. They also know how a paragraph looks.
They know that sentences include subjects, verbs and objects, what
complete sentences are and the differences between a paragraph and an
essay. 

For reading charts and maps the same applies. Once a person knows how to
read a chart or map in L1, they will use the same skills with L2. 

Assuming that you can get bus schedules in your community, they may be
printed in two or more languages. You can get health brochures and other
stuff in various languages. You could help the students acquire
information in L1, and then ask them to perform the same skill in L2. 

Andres 

-----Original Message-----
From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of
elizabeth.andress at spps.org
Sent: Tuesday, January 15, 2008 6:17 AM
To: englishlanguage at nifl.gov
Subject: [EnglishLanguage 2058] How to help low-literacy students
developchart-reading ability

Hello.  I teach a high-beginning ELL class, and am planning a
practitioner-research project this year that focuses on strengthening
the
literacy skills of the low-literate Ss in the class, those with
little/no
literacy experience in L1, who continue to demonstrate many obstacles to
navigating print documents, even though they have been able to test into
high-beginning.  I'm focusing particularly on the reading skills needed
to
read information in charts (needed in real life, necessary for success
on
the CASAS 81/82RX test).  I would appreciate input on two questions:

- Where can I learn more about the cognitive constructs these Ss bring
to
this kind of literacy task?  I.e., what do we know about Ss who haven't
oriented to print in their growing up years, or had any academic
experience, and how they relate to information on a printed page?

- What strategies have you used that have helped such Ss strengthen
their
chart-reading abilities?

Thank you.

Liz Andress
St. Paul, MN
elizabeth.andress at spps.org
651-296-4826


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