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NANANG HERI S. DC NURUL ABIDAH REYNA CANTIK VIOLITA SEKAR

Introduction
Understand the nature of the relationship between oral language and reading proficiency among L2 learners can help educators in making key educational decisions, including: The identification of needs The development of curricula and teaching strategies Designating students as either fluent Englishproficient (FEP) students or placing them into mainstream classes

Finding that some students are good in reading without have enough oral proficiently in their L2, but not all orally proficient students have enough reading skill. A reason of mixed result based on Fitzgerald (1955) The variety of measurements that have been used to access students oral proficiency.

 The present study: 1. Examined young L2 students academic oral responses in typical science instruction context and analyzed it related to their reading proficiency. 2. Studied L2 students in an English-only school district. 3. Examined academic oral proficiency in relation to reading proficiency among monolingual English-speaking students who had received instruction in the same school district as their L2 counterparts.

ACADEMIC LANGUAGE

Some aspects of language proficiency are related to ones reading and other academic work and have developed more varied distinctions. A classical distinction in educational linguistic is that between basic interpersonal communicative skills (BICS) and cognitive academic language proficiency (CALP) Cummins characterized the tasks and activities along 2 dimensions: 1. Range of contextual support 2. Degree of cognitive involvement

What is Academic Language? It is a variety or a register of English used in personal books and characterized by the specific linguistic features associated with academic disciplines, (Scarcella 2003).

The Relationship Between Oral Proficiency and Reading Proficiency Among L2 Learners
Some factors that cause the inconsistent result : a.The relationship between L1 oral skills and L2

reading skills VS the relationship between L2 oral skills and L2 reading b.The measurements used to assess reading proficiency (for word-level VS text-level reading skills) c. The measurements used to assess oral proficiency (for oral vocabulary/grammar VS more academicoriented oral skill) d.Participants cognitive abilities and learning context

Research Purpose Oral proficiency reading proficiency

Strong/ struggling readers

NE (Native English-speaking children)

L2(English-learning children)

Method
Participants L2 and NE Northern California oral assessment of academic English analysis of academic oral activities instrument and procedure

The assessment should be embedded in more cognitively demanding and context-reduced activities compared to daily conversations.

The assessment should be authentic The assessment should include the language use The assessment should be designed for learning

oral assessment of academic English

Five components:

analysis of academic oral activities

meaning aspects of language

1. An introductory explanation
by the teacher 2. A first comprehension check 3. Three hands-on experiments 4. A second comprehension check 5. A reflection on the lesson itself

a. meaning accuracy
b. Use of academic vocabulary and accuracy of academic vocabulary use formal aspects of language a. syntactic complexities b. well- formedness.

First, the means and standard deviations for each component were calculated. Table 1 summarizes the results for Ravens SMP as well as all of the components except well-formedness

Table 2 indicates the number of responses and the percentage of total responses given by each group as well as the average scores of individual students in each group

The ANOVAs found that, for meaning accuracy, use of academic vocabulary, and accuracy of academic vocabulary use, significant differences were found only between strong and struggling readers but not between NE and L2 readers

The examples below represent differences in comprehension and academic vocabulary use between strong readers and struggling readers. A strong L2 reader (L2+) and NE strong reader (NE+) could use the newly introduced names of three metals and the word attract accurately. In contrast, a L2 struggling reader (L2) did not show strong comprehension of the lesson and failed to use any academic vocabulary introduced during the lesson.

 Investigated the relationship between academic-related oral proficiency and reading proficiency. It is compared between strong and struggling readers. Based on the result the oral responses of L2 and NE students, strong readers compared with struggling readers.

Related to the formal aspects of language, the differences in performance also found between NE and L2 students. L2 students have some benefits according to this study. Oral language were related to reading proficiency.

THANK YOU VERY MUCH WASSALAMUALAKUM WR. WB.