Basic Interpersonal Communication Skills Research Articles

Case Study on Positive Effects of Forward Transfer on Chinese College Students' English Writing, based on the Common Underlying Proficiency Hypothesis

When many scholars in China already examined the impact of native language transfer on second language acquisition, they typically focused more on the disadvantages brought by reverse transfer, and then demonstrated how to facilitate second language acquisition by mitigating such effects. In contrast, this paper, based on the Common Underlying Proficiency Hypothesis, delves into the influence of college students' native language writing proficiency on their writing abilities in English, emphasizing the positive influence of conceptual foundation on cognitive academic linguistic proficiency. Jim Cummins came up with the Common Underlying Proficiency Hypothesis which contains two major ideas. The first differentiates between Basic Interpersonal Communicative Skills and Cognitive Academic Linguistic Proficiency. The second is called Linguistic Interdependence Hypothesis, which highlights the potential mutual reinforcement between mother tongue and second language. Based on the above theory, this work analyses in detail five sets of samples collected, that is, five Chinese and English essays by Chinese university students, to find examples of the positive influence that mother tongue can have on second language learning, i.e., the occurrence of forward transfer. Then, through these concrete examples, this work analyses a way to actively make forward transfer happen and they both deal with the differences and similarities between Chinese and English, since they are the trigger of mother tongue transfer. The feasibility of this approach is supported by analysis of the five couple of samples.

An Ethnographic Case Study: Exploring an Adult ESL Learner’s BICS and CALP Proficiency Disparity

This ethnographic case study investigated the disparity in an adult learner's second language (L2) proficiency between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). The learner, well-educated in his first language (L1) Italian, demonstrated higher CALP but lower BICS in L2 English. Data collection spanned 15 weeks and included classroom observations, in-class artifacts, and semi-formal interviews. Two main factors were identified as contributing to the disparity: (1) unbalanced language exposure favoring CALP over BICS and (2) the positive transfer of CALP from L1 outweighing that of BICS. The study found that teacher instruction and learner's language engagement and investment increased exposure to grammar and literacy, thereby enhancing CALP development and facilitating CALP transfer from L1 to L2. However, limited exposure to interpersonal communication practices both inside and outside the classroom led to his underdeveloped BICS. Consequently, the unbalanced proficiency further influenced his second language acquisition. The learner's low BICS level resulted in negative self-positioning, increasing fear of interacting with English speakers and reducing opportunities to acquire the target language in natural interactive environments. Pedagogical implications are provided for adult EFL teaching, emphasizing balanced instruction and interactive and multilingual approaches. The research suggests future directions for supporting bi-/multilingual adults in developing balanced language proficiency and a positive language identity effectively.

Core academic language skills as a predictor of academic success in Grade 6 South African learners

With this article I explore the relationship between core academic language skills (CALS) – a construct representing a set of high-utility language skills needed to manage the linguistic features prevalent in academic texts across content areas – and schooling outcomes. There has long been an understanding that there is a distinction between academic language and colloquial language, originally described by Jim Cummins (1976) as cognitive academic language proficiency (CALP) and basic interpersonal communication skills (BICS). The construct has only recently been operationalised (Uccelli, Phillips Galloway, Barr, Meneses & Dobbs, 2015) as the individual skills and competencies that underlie CALP. The CALS construct describes an empirically testable set of competencies that address this need. This has been used in the development of an assessment instrument aimed at South African learners – the CALS-I-ZA (MacFarlane, Barr & Uccelli, 2022) – and I investigate whether a measurable link exists between this assessment and schooling outcomes for a sample of Grade 6 learners in 2 public schools in the Gauteng province of South Africa. Schooling outcomes have been measured using the Gauteng Provincial Common Assessments – a provincial examination intended to measure schooling outcomes on a comparable assessment instrument. The study reported on here shows a moderately strong correlation between the CALS I ZA and the provincial common examinations (r = 0.64 and r = 0.65). This predictive relationship between CALS and schooling outcomes leads to an argument for direct instruction in CALS as an embedded feature of pedagogy in South Africa.

Perceptions of Grade 11 Setswana home language learners regarding English as the language of learning and teaching in a rural South African school

South African learners are amongst millions globally who learn English as a second language and also use it as the language of learning and teaching (LoLT) at various levels of their educational careers. The literature abounds with views from language and education experts confirming that proficiency in the LoLT is a prime factor determining the academic success of learners. Conspicuously absent are the voices of learners on a matter that so intimately touches them. This study, therefore, investigated the perceptions of Setswana Home Language (SHL) learners about studying English as a subject and using it as the LoLT. The study was conducted with Setswana Home Language (SHL) Grade 11 learners in a rural public secondary school in the Bojanala Education District, North-West Province, South Africa. Second language acquisition theory and the concepts of Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) as espoused by Cummins informed the single case qualitative study. Data were collected through a questionnaire with one purposefully sampled Grade 11 English First Additional Language (EFAL) class and analysed qualitatively. In the findings, learners confirmed that they did not have a thorough understanding of English; lacked confidence when speaking English; had poor speaking and writing skills in English; preferred to have Setswana as the LOLT; were exposed to the use of both the home language (HL) and English in the classroom; and lacked sufficient access to English in their home environments.

학부 유학생의 학업 문식력 신장을 위한 방안 연구

This study began with the consideration of extracurricular program operation of A University. The previous semester's program confirmed that a balanced development of basic communication skills, socio-cultural adaptation skills, and academic abilities among undergraduate international students was required, and the process was re-designed as an integrated activity between BICS(Basic Interpersonal Communication Skills) and CALP(Cognitive Academic Language Proficiency). A survey conducted at the end of the program confirmed that this program helped undergraduate international students adapt to college life, understand Korean society and culture, and improve their communication, reading, writing, and listening skills. It was confirmed that the strengthening of these basic communication skills could have a positive effect on university students’ academic performance and further contribute to improving academic literacy.
 This study can be used as basic data for extracurricular programs for undergraduate international students. In addition, expanding the content and category of the program by linking the subject can help improve the academic literacy of undergraduate international students in various aspects. However, since this was a short-term case of a specific university, follow-up studies using longer-term cases should be conducted to accumulate practical data.

4 Second-Language Neuropsychology: A Pragmatic Strategy for Reaching the Next Billion People

Objective:The world’s 8 billion people speak about 7000 languages; 3.2 billion of those people natively speak the top 10 languages. Currently neuropsychology is moderately well-developed in 6 of the top 10 languages, serving roughly 2.5 billion. Developing robust neuropsychology in all 7000 languages to serve everyone equitably in their native language seems impractical within the next few decades. However, 1-2 billion people speak a major language as their second language so a pragmatic strategy may be to develop an alternative approach of second-language neuropsychology (SLN) to serve clients who speak rare languages natively but widely-diffused languages as their second language. This strategy involves adapting all levels of neuropsychological services to the second language user.Participants and Methods:Intended participants are those who speak a language of limited (e.g., <1 million speakers) diffusion as their first language and a language of wider diffusion (historically-colonial languages such as English, Russian, Mandarin, or Arabic; regional trade languages such as Swahili or Lingala; or nationalized languages such as Indonesian or Tagalog) as their second or more language. Intended participants are those with Basic Interpersonal Communication Skills (BICS) in their second language, but not necessarily Cognitive and Academic Language Proficiency (CALP). SLN will adapt current neuropsychology techniques in the following domains: 1.Oral language: interview, feedback, treatment, and communication among professionals;2.Detailed language use evaluation;3.testing and norms;4.written materials: reports, client education materials, treatment materials, professional education materials, etc.The language style for such communication will use standard versions of such traditional or national languages, as commonly taught as a second language. It will use basic vocabulary, simple grammatical structures, and broadly-understood cultural referents. It will minimize grammatical complexity, slang, regionalisms, figures of speech, and metaphor. Materials will be available in the specified language both for those who are literate and for those with inadequate literacy. The development of such language style will require both written materials and training of neuropsychologists and allies. Once core SLN materials are developed, these may be further localized for specific communities to contribute to acceptance and effectiveness. These general strategies will need modification to the specifics of each major language, writing system, and population. This will be particularly true for testing language functioning itself, a particular challenge for the SLN strategy. The SLN strategy will require empirical verification of its viability in each major language and population. Some may perceive SLN as neo-colonialist and culturally insensitive; this may be mitigated in part through diversifying the neuropsychology workforce, community-based research, piloting, focus groups, and localization of materials.Results:Because this is a proposal and not yet a research project, prototype neuropsychological screening protocols for English-as-a-Second-Language and Spanish-as-a-Second-Language will be presented as examples.Conclusions:Cultural and linguistic diversity present major challenges to providing equitable neuropsychological services to the world’s population. Current neuropsychology resources are least accessible to major populations that may be most in need. The SLN strategy is not perfect or universal but may reach the next 1-2 billion underserved population

Moving beyond language dichotomies in the education of multilingual students: recontextualizing teacher resistance

ABSTRACT Several language dichotomies – particularly the pervasive idea that “academic” language distinctly contrasts with “social” language – have dominated teachers’ thinking and discourse about language-related instructional practices in recent decades. Many researchers now question ramifications that binary thinking about language might have for students, particularly multilingual students and students speaking non-dominant English varieties. Teacher educators are called to challenge dichotomous thinking about language in working with teachers, and our study illuminates some of the difficulties they face in that pursuit. In this practitioner-research study, we present data from online discussions in a graduate-level linguistics in education course, in which 19 in-service teachers seeking ESL endorsements discussed an article critiquing the dichotomy of Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP). Our question was: How do in-service teachers respond to critiques of dichotomous views of language? We used structural and descriptive qualitative coding to locate teachers’ exploration of these ideas in their discussions and then examined their rationales. Our findings suggest that most teachers rejected the article’s critique and instead defended BICS and CALP alongside other language dichotomies, often linking justifications to their experiences with multilingual students. We offer implications for disrupting this binary thinking through new approaches to recontextualizing teachers’ knowledge.

One Student’s English Language Learning Experience: The Story of a Non-English Major College Student in Indonesia

English plays an indispensable role in fostering academic, personal, and professional quality. In Indonesia, introducing English to students from elementary, secondary, and tertiary levels of education is highly demanding. Unfortunately, probing the non-major English student's learning experiences remains under-researched. Therefore, this study is aimed at scrutinising the English language learning experience of a non-English major college student in Indonesia. John (pseudonym), a talented and outstanding student from the non-English major of a state university in Tasikmalaya, West Java, was recruited as the investigative participant. The data were garnered through semi-structured interviews and analysed using Narrative Analysis (NA) (Labov & Waletsky, 1967). The findings reveal that supporting environment, learning motivation, and styles have become the most influential aspects for him to learn English. With this in mind, encouraging John to acquire Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) enables him to communicate in English successfully. Further, this study suggests that English is not only taught for classroom-oriented activities but also for real-life communicative purposes. Keywords: Language Learning Experience; Narrative Inquiry; Non-major English Student

Introduction to the Special Issue "On Communicative Skills in Foreign Language Teaching and Academic Language Instruction: Tools, Resources and Methods in the Digital Era"

This volume, as hinted by the title, adds to the current debate between foreign and academic language instruction and digital resources (or methods). Such debate has been particularly present in the last two years during Covid-19 pandemic lockdown, in which teachers and instructors have been challenged to design fully digital resources to continue with their intended syllabuses. Regardless of the outcomes of the pandemic, one silver lining is that this new situation has had an impact on pedagogical approaches, particularly those that are most significant to language instruction and practice, thus “[showing] promise for assuring that [language learners] can develop academic language proficiency” (Ranney, 2012, p. 560). The need to find effective strategies and methods, conceived to enhance language learners’ fluency and communicative (and academic) achievement, conforms to, among others, the long-standing theories on interpersonal communicative skills and language academic proficiency (Cummins 1981; 2000). These theories, especially those revolving around the so-called Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP), demonstrate that linguistic resources should be necessarily adapted to the scopes of social interaction and interpersonal communication.

Evaluation of English Textbook Taught as an Intensive English Course at King Khalid University from Communicative Competence Perspective

The study investigates the communicative proficiency skills and content's suitability in Unlock textbook. The study adopts a descriptive analytic method, student questionnaire, and teacher interview as an instrument of data collection. The findings of the study have revealed that Unlock textbook is a well-designed textbook activating the basic interpersonal communicative skills and cognitive proficiency aspect in terms of academic English language, applying critical thinking skills, and providing students with suitable communicative proficiency and academic skills. Nonetheless, it consumes lots of time in using video exercises as warming ups and it is based on problem solving approach which contrasts students' learning process' familiarity approach which is based on rote learning. The study recommends that Video exercises in Unlock should be reduced to one exercise, critical thinking should be integrated with the skills as reflection, and Unlock one should be composed of phonological awareness lessons to provide students with reading remedial classes.

Research on Effect of Investment in Basic Interpersonal Communication Skills

This case study analyses the student’s investment of BICS (Basic Interpersonal Communication Skills) at a school in the Los Angeles. In terms of the investment, this case study explores the relationship between the community, motivation, and the investment. This paper includes a series of observations and interviews in the School of Abram Friedman Occupational Centre for ten weeks, focusing on the ELD beginning level student named Roberto Hernandez Perez. The data gathered includes several week’s class observation, the students’ hands out, interviews of the students, his teacher, the school administer, and his relatives. Overall, I conclude that Roberto’s learning environment and social network of community support his investment. His motivation also matches with his high investment.

Generation 1.5 Learners: Removing the Mask of Student Invisibility and Recognising the Learning Disconnections That Marred Their Academic Journeys

Distinctive cohorts of students revealing inherent problems in managing their learning are on-going concerns in all universities. Students identified as Generation 1.5 learners are an increasing phenomenon in Australian universities yet may be “invisible” or unknown to teaching staff. They are neither fully proficient in their first language nor in English which is typically their second language (L2). Characteristically possessing well-developed basic interpersonal communicative skills, they lack the cognitive academic learning proficiencies essential for tertiary success. This article reports on doctoral research into six Generation 1.5 undergraduates navigating one academic year in one Western Australian university. Key findings include their “invisibility” and how L2 learning “disconnections” marred their studies. Learning disconnections comprise discrepancies and disjunctions driven by the participants’ immigration experiences, their academic needs, and their lack of connection with the teaching methods and the university-provided learning support services. Greater awareness of the distinctive features of these learners may improve their academic outcomes.

A Phenomenological Study of the Language Ideology, Language Management, and Language Practice in English-Medium Universities in Bangladesh: Lecturers’ and Students’ Voices

English Medium Instruction (EMI) is a commonly observed phenomenon in higher education (HE) in the countries where English is mandated as a second or foreign language. The globally conducted studies reported the prospect, practice, problems, and eventualities of EMI in HE. Numbering around 105, private universities in Bangladesh also adopted EMI. Being guided by Cooper (1989) and Spolsky (2009), this phenomenological study explored the language ideology of lecturers and students regarding the benefits of EMI, their remarks about the language management to achieve compatibility for adopting EMI, and their opinion concerning the implementation (language practice) of EMI in the classrooms of private universities in Bangladesh. We collected from eight participants (four students and four lecturers) who responded to the semi-structured interviews and classroom observations. The findings of the study suggested EMI does not observe full-fledged practice in the classrooms, as lecturers and students struggle to impart and receive knowledge due to their limited proficiency in the English language, although they did not deny the benefit of EMI to produce globally efficient workforces empowered with English language proficiency. This paper suggested the implementation of a bilingual curriculum in which instruction is delivered in English and Bangla to imparting a great deal of knowledge to the students. In the national language-in-education policy, Cognitive Communicative Academic Language Proficiency (CALP) should be prioritized over Basic Interpersonal Communication Skills (BICS) and Academic Language Learning Approach (CALLA) to enrich knowledge acquisition.

Communicative Competence and Various Factors Affecting Learning

Language is a system which comprises of acquisition, development and communication. In order to comprehend language and to make sure that it is perceivable, the acquisition of language is used as a tool. James Cummins put forward the Cummin’s Iceberg Theory which distinguishes between cognitive/academic language proficiency (CALP) and basic interpersonal communicative skills (BICS). CALP is the language which is necessary to understand and discuss in the classroom. BICS, on the other hand is the language needed diurnally, including conversation with friends, informal interaction. Person’s body language, eye contact, the physical distance is what determines the intentions of the person and his or her sincerity and altogether called the non-verbal communication. This paper highlights the various factors like social, linguistic, psychological factors that affects the learning competence of the learner.

Impoverished pragmatics? The semantics-pragmatics interface from an intercultural perspective

AbstractThe semantic-pragmatic interface debate is about how much actual situational context the linguistic signs need in order for them to be meaningful in the communicative process. There is evidence that interlocutors in intercultural interactions rely moreSome of the ideas in the paper are based on chapter six in Kecskes (2019).on the compositional meaning of linguistic signs (semantics) than contextually supported meaning (pragmatics) because actual situational context cannot help pragmatic implication and interpretation the way it does in L1 communication. At the same time in pragmatic theory there seems to be an agreement between the neo-Gricean account and the post-Gricean account on the fact that the process of implicature retrieval is context-dependent. But will this L1-based contextualism work in intercultural interactions? Is pragmatics impoverished if interlocutors can only partly rely on pragmatic enrichment coming from context and the target language? The paper argues that in fact pragmatics is invigorated rather than impoverished in intercultural communication. A new type of synchronic events-based pragmatics is co-constructed by interlocutors. Instead of relying on the existing conventions, norms and frames of the target language interlocutors create their own temporary frames, formulas and norms. There is pragmaticization of semantics which is a synchronic, (usually) one-off phenomenon in which coded meaning, sometimes without any specific pragmatic enrichment coming from the target language, obtains temporary pragmatic status. This pragmatic enrichment happens as a result of interlocutors’ blending their dictionary knowledge of the linguistic code (semantics) with their basic interpersonal communicative skills and sometimes unusual, not necessarily target language-based pragmatic strategies that suit them very well in their attempt to achieve their communicative goals.

Developing Linguistic/Cultural Competence in Heritage Languages

Abstract The field of neuropsychology is diversifying its workforce, in part, to access linguistic/cultural resources that can aid in the provision of improved services to our research and clinical populations. Consequently, a growing number of people enter the field with knowledge of a heritage language learned at home. To exploit this resource optimally, the profession needs to incorporate training for clinical competence in the heritage language/culture. Many entering the field have Basic Interpersonal Communication Skills (BICS) in their heritage language, but not Cognitive Academic Language Proficiency Skills (CALPS) or clinical proficiency. Based on our training experiences, we present a comprehensive, aspirational model of honing clinical competence in the heritage language that includes the following components: Goal settingTraining planAcademic creditMentoringPeer supportEvaluating language needsFormal language instructionInterpreter trainingLanguage Immersion experiencesClinically-directed language learningAccessing in-language professional literature, tests, and other resourcesTraining in basic cultural competenciesLearning about heritage culture academically and clinicallyEasing into in-language clinical experienceSupervisionAttention to language skills during clinical trainingContinuous learning This general model needs to be flexible in its application due to variability in the trainee’s base language skills, available faculty and resources, available clinical and research populations, individual goals, and language-specific characteristics.

How EFL College Learners Perceive CBI Experience

This study examined EFL college-level learners’ perception toward the contentbased instruction (CBI) by focusing on their participation in and expectation on the courses practiced in a strong form of CBI. Having analyzed the data collected from a questionnaire, observation and interview, the study found that the participants, 39 students who enrolled in two different CBI courses at a university in South Korea, put top priority on the enhancement of content-knowledge considering their CBI course as a content-course, not as a language-course. Second, the participants seemed to prefer participation opportunities induced by a required and prepared speaking task such as presentation through which they can practice a formal speech appropriate for their education experience and cognitive maturity. They also seemed to favor instructor-initiated interaction rather than being put into pair- or group-discussion between and among themselves. Third, the lack of participation was mainly attributed to the lack of understanding contents rather than lack of language skills. Based on the research findings, the study made suggestions on how to offer CBI courses more effectively for a particular group of EFL college-level learners who already earned basic interpersonal communication skills (BICS), yet to reach cognitive academic language proficiency (CALP).

Do the EFAL CAPS and a selected workbook prepare Grade 4 learners adequately for the demands of English as LoLT?

The EFAL CAPS, in contrast with other subjects, has to fulfil two purposes, namely to prepare learners for Basic Interpersonal Communication Skills (BICS) and to develop their Cognitive Academic Language Proficiency to enable them to acquire English as the Language of Learning and Teaching (LoLT). However, Grade 4 learners are underperforming on national and international level, especially in subjects such as Mathematics and Science. The question, therefore, arises whether the EFAL CAPS prepares learners adequately to learn all subjects through medium of English. In order to answer this question, the Grade 4 CAPS for EFAL, as well as a prescribed workbook for learners was analysed by identifying and categorising the tasks and guidelines provided, based on the linguistic dimension of Scarcella’s (2003) Conceptual Framework for Academic English. This was done in order to determine the extent to which the prescribed materials address the academic demands of English as both an L2 and the Language of Learning and Teaching (LoLT). In the analysis of the two texts, it became apparent that some of the competencies for academic English such as sociolinguistic functions within the linguistic dimension are addressed effectively in both the CAPS and the learner’s workbook. However, the analysis also suggests that the micro skills that build up and equip learners to perform these sociolinguistic functions and activities requiring higher order thinking skills effectively, are lacking in both the CAPS and the learner’s book.Key concepts: English First Additional Language (EFAL), Cognitive AcademicLanguage Proficiency, Language of Learning and Teaching (LoLT), Conceptual Framework for Academic English

The link between English Language Proficiency and Academic Literacy

This paper aims at presenting a scientific explanation behind the link between language proficiency and academic performance. This paper adopted the desktop research approach which mostly relied, not only, on a review of published documents, but also extended to oral interviews. There are two types of language proficiency: Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP). The earlier a student acquires the latter, the higher the chances of better academic performance. English language development ideally should include instruction in the types of academic language students encounter in their content classes. This paper’s outcome would go a long way in enlightening and subsequently informing the stakeholders and general public on which measures to put in place to improve students’ overall academic performance. Since, researchers have indicated that teachers have difficulty explicating scientific and mathematical concepts simply and clearly due to their insufficient lexical resources, the study recommends that teachers be trained to help students access the language in academic texts across the curriculum.

ОСОБЛИВОСТІ ВИКЛАДАННЯ ІНОЗЕМНИХ МОВ ПРОФЕСІЙНОГО СПРЯМУВАННЯ В КОНТЕКСТІ ІНТЕГРОВАНОГО НАВЧАННЯ ПРЕДМЕТА І МОВИ (CLIL)

The article looks at the prospects of multilingual education in Ukraine. Upon examination of the number of government initiatives, it becomes clear that higher education of Ukraine is open for innovations that will allow Ukrainian students and graduates participate in academic and professional mobility within the European Community. Content and Language Integrated Learning (CLIL) is one of the approaches that have been introduced to meet the needs of rapid internationalization in European universities. Its relevance to teaching languages for specific purposes has been shown by demonstrating the correlation between the main dimensions of this approach and the four components of professional intercultural communicative competence. The main focus is on the methods and techniques that a language teacher should be aware of in order to be able to teach in a language-sensitive way. To achieve this there must be a clear understanding of differences in acquiring basic interpersonal communicative skills and cognitive academic language proficiency. The implications are that the former can be acquired implicitly in the process of active learning, while the latter can be developed only with the use of cognitively demanding tasks. Thus, teacher language awareness requires metacognitive thinking that help teachers plan and teach their lessons efficiently. This research supports the argument that academic skills should be taught by means of scaffolding, an instructional technique of providing individual support that enables learners to build on prior knowledge and internalize new concepts. Therefore, under these conditions, CLIL teachers should certainly opt for explicit instruction and integrate this type of strategies into their classes.