COGNITIVE ACADEMIC LANGUAGE PROFICIENCY (CALP)

Research Proposal on Second Language Acquisition

Student’s Name:

Subject: Education

Assignment 2: EDU5SLA

Instructor’s Name:

Date of submission:

Word count: 497
Importance of Research
Second Language Acquisition (L2) is defined as the progression in attaining mastery of a second language. In L2, Cognitive Academic Language Proficiency (CALP) refers to proper scholarly learning. It relates to and affects the uncompetitive sequential bilingual learners in academic field owing to deprived language proficiency (Cummins, 2000). The research seeks to analyze the feedback from teachers attending Arabic sequential bilingual primary school children. Most of the children have Basic Interpersonal Communicative Skills (BICS) but remain deficient in academic language proficiency (Baker, 2011). According to Rassaei (2014) L2 acquisition has been marred by poor pronouncements and wanting academic framing of sentences. The research focuses on ways of finding would causes of weak Academic Proficiency among children with reasonable Basic Interpersonal Communicative Skills.
Building on the issues identified in the literature, my research question is: What Cognitive Academic Language Proficiency (CALP) feedback do teachers provide to Arabic sequential bilingual primary school aged children?
Aims of the study:
• Finding out fundamental gaps that propagate pitiable academic language learning among Arabic sequential bilingual primary school children based on teachers’ feedback.
• Establishing the contribution of teaching models in poor academic performance resulting from failure in CALP.
• Establishing causes of the disparity between excellent BICS and poor CALP by nominating a language feature.
• To determine the role of culture in language development and CALP attainment among sequential bilingual school children.
Key findings from the literature review vital in understanding the issue include the disagreements amongst teachers on the best teaching models. Additionally, little or no attention is given to the Arabic sequential bilinguals’ teachers’ feedback.
How the study will be conducted:
The study shall be conducted by collection of primary data through conducting structured personal interview. Moreover, study will incorporate collection of quality spoken language sample. Notably, after securing permission from relevant authorities, appointments with potential interviewees and subsequent logistical considerations shall follow. The study shall involve voluntary participation of a learner whose age is 18 and above or children whose age is at least 8. Particularly, private data shall be protected and the participant will have to understand requisite consent form. Language barrier and time constraints are the anticipated challenges. Telephone interviews shall be used as a contingency plan (Esther, 2014).
Why it will be conducted in this way:
Based on previous researches and experience, taking language sample and interviewing offers the best opportunity to interrogate imperfections among Arabic sequential bilingual children. Furthermore, the study aids Arabic children in developing academic language strategies and retaining academic knowledge in different subjects through the same. Conducting personal or group interviews ensures clarity in communication and data collection. Consequently, data collected this way is both dependable and adequate. Finding out reasons for poor CALP demands high levels of data accuracy. Second language acquisition demands paying attention to teaching details and children’s absorption capabilities (De la Fuente & Lacroix, 2015). Essentially, the gaps exposed by reviewed literature demand targeted structured interview and language sampling to achieve study objectives.

References
Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Bristol, UK: Multilingual matters.
Cummins, J. (2000). Putting language proficiency in its place: Responding to critiques of the conversational/academic language distinction. In J. Cenoz & U. Jessner (Eds.), English in Europe: the acquisition of a third language (pp. 54–83). Clevedon, UK: Multilingual Matters.
De la Fuente, A., & Lacroix, H. (2015). Multilingual learners and foreign language acquisition: Insights into the effects of prior linguistic knowledge. Language Learning In Higher Education, 5(1), 45.
Esther, G. (2014). The cross-language transfer journey – a guide to the perplexed. Written Language & Literacy, 17(1), 1-15.
Rassaei, E. (2014). Scaffolded feedback, recasts, and l2 development: a socio-cultural perspective. The Modern Language Journal, 98(1), 417-431. doi:10.1111/j.1540-4781.2014.12060.x
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