ICT For English Literary

Stages of Language Development
Have a two point, Language Acquisition and Language Instructions, What is that?

• Language Acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words and sentences to communicate. Language acquisition usually refers to first-language acquisition, which studies infants' acquisition of their native language and
• Language Instructions (memperoleh bahasa) is the process by which humans learn to acquire a language, either through schools or courses.

Process Of Learning English as L2

• The process of acquiring or producing language is very regular and systematic (Pienemann, 2007)
• The stages in language acquisition cannot be changed. The learners will acquire new language structures only when they are cognitively and psycologically ready (Krashen, 1981; Pienemann;2007)

Stages of L2 Development (Krashen & Terrell, 1983)

1. Pre-production Stages :This is the silent period. English language learners may have up to 500 words in their receptive vocabulary but they are not yet speaking. Some students will, however, repeat every thing you say. 
2. Early Production Stages :This stage may last up to six months and students will develop a receptive and active vocabulary of about 1000 words. During this stage, students can usually speak in one- or two-word phrases. They can use short language chunks that have been memorized although these chunks may not always be used correctly
3. Speech Emmergence Stages :Students have developed a vocabulary of about 3,000 words and can communicate with simple phrases and sentences
4. Intermediete Fluency :English language learners at the intermediate fluency stage have a vocabulary of 6000 active words. They are beginning to use more complex sentences when speaking and writing and are willing to express opinions and share their thoughts.

English Language (Cummin, 1981)

BICS vs CALP

          BICS stands for Basic Interpersonal Communication Skills and consists of those language skills that allow students to communicate everyday social contexts, such as at home or while spending time with a group of friends (Díaz-Rico & Weed (2006). Since BICS is context embedded (understanding and meaning are provided in the situation due to continuous feedback between participants), English Language Learners tend to develop it within two years; much more quickly than CALP.

          CALP stands for Cognitive Academic Language Proficiency and can be thought of as academic, or school, language. It consists of more “abstract and decontextualized” (Díaz-Rico & Weed, 2010) ideas and requires higher-order thinking skills from the student. Because of a lack of context clues that CALP provides, it can take up to five years for English Language Learners to develop.

Cummin's Quadrant

It is designed for aiding thinking when designing learning for children with English as an additional language (EAL), but as is often the case with good practice designed for minority groups, I think it is actually good practice for all learners. It has certainly help to plan lessons that draw learners in and make the abstract relevant and engaging.

Cummins splits learning into four quadrants of activity. The vertical scale moves from Cognitively un-demanding tasks, those which the learners find easy, to cognitively demanding tasks, which they will find hard. The horizontal moves from tasks with a high context, for instance using material or content the learners will find familiar and relate to, to abstract concepts which are much more challenging to relate to real experience, but are often the ‘Objectives’ that have been defined for them to learn.

For example