Chapter I

CALP (Cognitive Academic Language Proficiency) in Northeastern College

Introduction
The concept of Cognitive Academic Language Proficiency (CALP) has become
increasingly important in education, as it is a crucial component for academic success.
This study aims to investigate the link between CALP (Cognitive Academic Language
Proficiency), vocabulary acquisition, and reading comprehension capacity among
Northeastern College's diverse student population. By examining these aspects, the
study seeks to provide valuable insights into college students' cognitive and linguistic
abilities and how they impact their academic performance.
The research holds great importance as it can potentially enlighten educators,
curriculum developers, and policymakers about the significance of addressing CALP
(Cognitive Academic Language Proficiency) in higher education setups. By
comprehending the particular needs and challenges related to CALP among college
students, suitable interventions and support mechanisms can be implemented to
improve their language and academic skills.
Students with higher levels of CALP demonstrated enhanced vocabulary acquisition
and stronger reading comprehension skills compared to their peers with lower CALP
levels (Smith and Jones, 2018). This discovery highlights the critical role of CALP in
facilitating a deep understanding of academic content and effectively engaging with
complex texts. These findings emphasize the need for educators to recognize the
impact of CALP on students' academic success and to implement targeted instructional
strategies that support the development of CALP among diverse student populations."
Language proficiency in the academic context is essential for the execution of critical
thinking, and the obvious absence of cognitive academic language proficiency and
critical thinking skills comprises a serious problem that learners and educators should
give attention to (Lobaton, Salvador, and Oliveres. 2021)
Developing reading proficiency is an essential prerequisite for man’s success in today’s
world. It is also an important tool for acquiring knowledge in the content area of the
curriculum. It is through reading that a student can be successful in his schoolwork and
can study in any area in and out of school ( Olanday, 2015)
This research aims to investigate the impact of CALP on vocabulary and reading
comprehension, an area that has not been thoroughly researched at Northeastern
College. However, there is a noticeable gap in assessing CALP among students at this
institution. Since language proficiency and academic success are closely related, it is
important to explore the vocabulary and reading comprehension skills of college
students, especially with regard to their CALP level.
The results of this study could be a valuable addition to the current knowledge on
assessing CALP (Cognitive Academic Language Proficiency) and its impact on
educational practices. The findings are expected to benefit Northeastern College and
offer useful insights for other institutions that aim to enhance their students' linguistic
and cognitive development.

Statement of the Problem

This research aimed to assess the cognitive academic language proficiency of

Northeastern College students by using a Cognitive Academic Language Proficiency
Test to identify their weaknesses and improve instruction.

Specifically, the study sought to answer the following research questions:

1. What is the overall academic language proficiency level of selected college

students in the second semester of school year 2023-2024 as reflected in the
following areas:

1.1 Vocabulary; and

1.2 Reading comprehension

2. What is the academic proficiency level of students at Northeastern College when

grouped by year level, department, and sex?

2. What are students' different learning styles that can aid them in recognizing and
comprehending cognitive academic language in various classroom settings, as
identified by the Perceptual Learning Strategy Preference (PLSP)
questionnaires? Does the usage of six types of language learning strategies,
namely memory, cognitive, metacognitive, compensation, affective, and social
strategies, differ based on the year level, department, and gender, as indicated
by the Strategy Inventory for Language Learning (SILL)?
 Scope and Delimitation
The research will utilize Stratified Random Sampling method to gather information from
Northeastern College Faculty and students who are in their 1st to 3rd year of study,
during the Academic Year 2023-2024. The sample will include faculty members and
students from all departments of the College.

The main objective of the study is to assess the cognitive academic language
proficiency (CALP) of Northeastern College students in two specific language areas:
vocabulary and reading comprehension.

The study aims to investigate, identify, evaluate, and provide recommendations for
targeted intervention and support to enhance CALP, vocabulary, and reading
comprehension among college students.

Significance of the Study

The results of this research can be extremely valuable. Such a study can offer valuable insights
into the current state of academic language proficiency within the school environment. It can
help to identify possible obstacles or areas that need improvement in academic language. This
information can then be used to design specific interventions and support programs.
For Students: This study explores how cognitive and linguistic abilities impact academic
performance. Students can gain valuable insights from this research, which can help them
improve their understanding of the material being taught. Students can better comprehend the
lessons and perform better by improving their abilities to understand the language used in
academic settings.
For Professors: This research emphasizes the importance of Cognitive Academic Language
Proficiency (CALP) in teaching and learning. It provides information on how professors can
improve CALP so that students better understand lessons, particularly in vocabulary and
reading comprehension. By acknowledging the significance of CALP, professors can improve
their teaching methods and help students achieve better academic results.
For Future Researchers: This study is a guide and reference for students undertaking similar
research. It provides useful information for researchers planning to explore Cognitive Academic
Language Proficiency (CALP), focusing on vocabulary and reading comprehension.
Overall, this research study will aid Northeastern College, the students, professors, and future
researchers in learning the importance of cognitive academic language proficiency (CALP) in
teaching and learning.
 Scope and Delimitation

The research will utilize Stratified Random Sampling method to gather information from
Northeastern College Faculty and students who are in their 1st to 3rd year of study, during the
Academic Year 2023-2024. The sample will include faculty members and students from all
departments of the College.
The main objective of the study is to assess the cognitive academic language proficiency
(CALP) of Northeastern College students in two specific language areas: vocabulary and
reading comprehension.

The study aims to investigate, identify, evaluate, and provide recommendations for targeted
intervention and support to enhance CALP, vocabulary, and reading comprehension among
college students.