CHAPTER II
RELATED STUDIES AND LITERATURE
Related Literature
BICS and CALP: Emperical and Theoretical Status of Distinction.
The author, Jim Cummins, published this journal in 2008 which emphasizes on the distinction
between the Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic
Language Proficiency (CALP) in order to get the educators’ attention to the time frames and the
obstacles that second language learners face as they attempt to catch up to their peers in
academic aspects of the school language.
In Jim Cummins’ first study, he has found out that teachers and psychologists often assume that
children had overcome the difficulties in English when they could speak and converse using the
language easily. Yet, these children have usually performed badly on English academic tasks
within the classroom as well as on the verbal scales of cognitive ability test in the psychological
assessment. Many children have been diagnosed with language or communication disabilities
despite being able to use conversational English and have been staying in Canada for about 1 to
3 years.
He has further explained that there is a gap of several years between the attainment of peer-
appropriate fluency in English and the attainment of normal grades in academic aspects of
English. In the journal, he states that conversational aspects of proficiency is reached usually
within 2 years of exposure to English but a period of 5 – 7 years are required to get normal
grades in academic aspects for the immigrant students.
Related Studies
Dynamic Learning Program (DLP).
This study is about the implementation of the DLP in the secondary public school in Bohol in the
school year 2011 – 2012. The author who is also the School Division Superintendent of Bohol,
Dr. Lorna E. Rances, states that “the public secondary schools faces a dilemma of having low
achievement test results alongside with other performance indicators such as participation rate,
cohort survival rate, completion rate and drop-put rate for quite a time already similar to that of
the whole country”
Dr. Lorna E. Rances has showed in a table that the country’s National Achievement Test Results
of all secondary school students are quite far from the planning standard of 75%. The mean
performance in the five learning areas tested, none got a mean performance score higher than
60% or meeting the desired standard set. In the study, Bohol NAT Results from 2006 to 2010 is
averaging around 50%.
At that time, Bohol is lacking of qualified teachers to teach Science, Technology, English and
Mathematics. So when Dr. Christopher Bernido and Ma. Victoria Bernido introduce the
Dynamic Learning program, the educational leaders in the province have not hesitated to
embrace the idea of adopting and implementing the program immediately in the SY 2011 – 2012.
The implementation of DLP in Bohol is divided into 2 stages: the Pre-Implementation Phase and
the Implementation Phase. The Pre-Implementation Phase includes the meetings and the
orientation of the DLP up to the finalization of the DLP Activity Guides. The second stage which
is the Implementation Phase includes the Training and Simulation Workshops up to DLP
Launching.
This study focuses more on the expenses spent by the Bohol Division Office. It has not included
the outcome or the impact of the implementation of the program to the teachers and the students.
It focuses more on the budget used to train the teachers and the reproduction cost of the teaching-
learning materials.
Language Proficiency Assessment.
Published in 2012 on the [Link] website, it says that “Literacy in any language is an
asset to learning English, as students who can read and write in their home language have
language of words, concepts, grammatical structures and the understanding of how language can
be documented, accessed and interpreted. Students who know how to read in one language
typically transfer that knowledge of how certain formations of marks on a page can be read; they
must learn the graphophonemic (sound/symbol) system of English to be able to read. Students
who understand a first language with an alphabet and phonemic system similar to English and
left to right, top-down reading usually adjust readily decoding at a higher level than they can
comprehend in English; whereas students whose language experiences were with characters or a
different system of reading have to learn an entirely different alphabet and system of reading.
Therefore, decoding and comprehension require additional instruction and support. Students who
have limited formal education experiences often require support in understanding about reading
as well as skill development in decoding and comprehension strategies”.
The study further states that the English language learners use familiar and high frequency
vocabulary and long simple sentences to deliver their messages. With this, the learners can
demonstrate their social language competency. In contrast, academic language competency
which includes more specialized vocabulary and more complex sentences may only be obtained
in a formal classroom setting. At times, students may mask their academic language competency
through social language competency.
