Case study: Levels of Language Proficiency - Paired with Cummins’ Iceberg

Farquar came from Iraq a year ago at age 9. He only has about a year of formal education due to the war and subsequent closing of schools. Since entering school in the USA he has made little progress academically. What does his iceberg look like? What educational recommendations would you make?

Rosawas educated in Mexico City. She reads and writes at grade level in Spanish but has little to no academic skills in English nor does she speak English. What does her iceberg look like? What educational recommendations would you make?

Born in Los Angeles, Rafael speaks a mix of Spanish and English at home and school. He can converse quite well in both languages but is not making academic progress in either language. What does his iceberg look like? What educational recommendations would you make?

Sho-Win does fairly well in her bilingual class. She reads and writes at grade level in Chinese. She plays mostly with English-speaking children at recess and is understood by them although she has no English academic skills. What does her iceberg look like? What educational recommendations would you make?

Rona’s mother reads to her at home each night in Romanian. At the age of ten she reads at grade level in Romanian and is beginning to read some English books. What does her iceberg look like? What educational recommendations would you make?

Luciais able to converse with others fluently in both English and Spanish. She has moved quite frequently in her young life and is experiencing difficulty in all content areas including reading in both languages. What does her iceberg look like? What educational recommendations would you make?

Instruction:Writing this summary is going to be difficult because the text distinctly falls into three parts: 1/ excerpts from the resourses of the Illinois Resource Center, 2/ Professor Cummins’ presentation, and 3/ there is an addendum of case studies. Therefore you are facing an alternative: either sum up these three as separate sections withinthe framework of BICS – CALP – CUP concept or try and combine them as intertwined components of the two icebergs model which simulates the fusion of the two languages that do not function separately butoperate through the same central processing system.

Anyway:

1) Skim the text you are going to summarize and focus on its division into sections.

2)Now that you’ve prepared, go ahead and read the selection. Read straight through. At this point, you don’t need to stop to look up anything that gives you trouble – just get a feel of Cummins’ main idea.

3)Underline topic sentences and key facts. Label areas that you want to refer to as you write your summary. Also label areas and specific details that should be avoided. Identify areas that you do not understand and try to clarify those points.

4)In steps 1–3, you divided the piece into sections and located the author’s main ideas and points. Now write down the main idea of each section in one well-developed sentence. Make sure that what you include in your sentences are key points, not minor details.

5)Review the sentences you wrote in step 4. From them, you should be able to create a thesis statement that clearly communicates what the entire text was trying to achieve. If you find that you are not able to do this step, then you should go back and make sure your sentences actually address key points.

6)At this point, your first draft is virtually done. You can use the thesis statement as the introductory sentence of your summary, and your other sentences can make up the body. Make sure that they are in order. Add some transition words (then, however, also, moreover) that help with the overall structure and flow of the summary. And once you are actually putting pen to paper (or fingers to keys!), remember these tips:

· Write in the present tense.

· Make sure to include the author and title of the work.

· Be concise: a summary should not be equal in length to the original text.

· If you must use the words of the author, cite them.

· Don't put your own opinions, ideas, or interpretations into the summary. The purpose of writing a summary is to accurately represent what the author wanted to say, not to provide a critique.

7)Reread your summary and make certain that you have accurately represented the author’s ideas and key points. Make sure that you have correctly cited anything directly quoted from the text. Also check to make sure that your text does not contain your own commentary on the piece.

8)Revise your summary for style, grammar, and punctuation.

Читайте також:

<== попередня сторінка	\|	наступна сторінка ==>
BICS and CALP: Clarifying the Distinction (by Jim Cummins, University of Toronto)	\|	Unit 2-18. A DEEPER UNDERSTANDING OF ESP

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