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    Basta Research

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    JESSABEL MAMSA
    This summary outlines the topic, theory, research questions, and research gaps regarding cognitive/academic language proficiency and the academic performance of first year Bachelor of Secondary Education students majoring in English. The summary includes: 1. The topic examines Jim Cummins' Cognitive/Academic Language Proficiency Theory and how it relates to writing performance in terms of grammar, vocabulary, and punctuation. 2. The research questions look at the effect of cognitive/academic language proficiency on writing and the relationship between proficiency and performance. 3. Recommendations are made for interventions and ways to address identified gaps through teacher professional development and approaches to enhance student proficiency.

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    Basta Research

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    JESSABEL MAMSA
    19 views2 pages
    This summary outlines the topic, theory, research questions, and research gaps regarding cognitive/academic language proficiency and the academic performance of first year Bachelor of Secondary Education students majoring in English. The summary includes: 1. The topic examines Jim Cummins' Cognitive/Academic Language Proficiency Theory and how it relates to writing performance in terms of grammar, vocabulary, and punctuation. 2. The research questions look at the effect of cognitive/academic language proficiency on writing and the relationship between proficiency and performance. 3. Recommendations are made for interventions and ways to address identified gaps through teacher professional development and approaches to enhance student proficiency.

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    This summary outlines the topic, theory, research questions, and research gaps regarding cognitive/academic language proficiency and the academic performance of first year Bachelor of Secondary Education students majoring in English. The summary includes: 1. The topic examines Jim Cummins' Cognitive/Academic Language Proficiency Theory and how it relates to writing performance in terms of grammar, vocabulary, and punctuation. 2. The research questions look at the effect of cognitive/academic language proficiency on writing and the relationship between proficiency and performance. 3. Recommendations are made for interventions and ways to address identified gaps through teacher professional development and approaches to enhance student proficiency.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    19 views2 pages

    Basta Research

    Uploaded by

    JESSABEL MAMSA
    This summary outlines the topic, theory, research questions, and research gaps regarding cognitive/academic language proficiency and the academic performance of first year Bachelor of Secondary Education students majoring in English. The summary includes: 1. The topic examines Jim Cummins' Cognitive/Academic Language Proficiency Theory and how it relates to writing performance in terms of grammar, vocabulary, and punctuation. 2. The research questions look at the effect of cognitive/academic language proficiency on writing and the relationship between proficiency and performance. 3. Recommendations are made for interventions and ways to address identified gaps through teacher professional development and approaches to enhance student proficiency.

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    TOPIC THEORY RESEARCH RESEARCH

    QUESTIONS GAPS

    Cognitive/
    Academic 1. What is the
    Jim Cummins’ effect of
    In the light of
    Language Cognitive/Academi Cognitive/Academi
    the findings and
    Proficiency and conclusions,
    c Language c Language
    several
    Academic Proficiency Theory Proficiency in the
    recommendation
    Performance of written
    s are offered to
    BSED 1st year performance of
    English,
    BSEd-English
    Students in USEP freshmen in terms
    teachers, and
    other research
    of:
    enthusiasts.
     The distinction
    between basic a. grammar
    The English
    interpersonal teachers of
    b. vocabulary
    communicative skills Philippine
    (BICS) and cognitive Science High
    c. punctuation School should
    academic language
    continuously
    proficiency (CALP) 2. what is the update
    was introduced by significant themselves with
    Cummins (1979, relationship new approaches,
    1981a) in order to between methods,
    Cognitive/Academi strategies and
    draw educators’ c Language
    attention to the techniques in
    Proficiency in the teaching the
    timelines and written English subject.
    challenges that performance of This can be done
    second language BSEd-English by attending
    learners encounter freshmen? seminars,
    as they attempt to trainings and
    3. What are workshops
    catch up to their proposed/possible related to
    peers in academic interventions? language and
    aspects of the literature
    school language. teaching.
    BICS refers to
    conversational Through this,
    fluency in a they can bring
    out innovations
    language while CALP in their teaching
    refers to students’ and that the
    ability to proficiency of
    understand and the students in
    express, in both oral the English
    and written modes, language will be
    heightened.
    concepts and ideas
    that are relevant to
    success in school.
    The terms
    The researchers find
    conversational
    fluency and the need to conduct
    academic language the study since
    communicative
    proficiency are used
    apprehension is
    interchangeably highly observed and
    with BICS and CALP. must be addressed
    to further realize the
    goal of English
    Language Teaching.
    (Racca, 2016) 

    Bibliography
    Racca, L. &. (2016, June 2). English Language Proficiency and Academic Performance of Philippine
    Science High School Students. Philippines.

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