BICS & CALP

BICS BASIC INTERPERSONAL COMMUNICATION SKILLS

CALP- COGNITIVE ACADEMIC LANGUAGE PROFICIENCY
BICS occurs when there are
contextual supports and props for
language delivery. Face-to-face
context embedded situations
provide. For example, non-verbal
support to secure understanding.
Actions with eyes and hands,
instant feedback, cues and clues
support verbal language.
CALP occurs in context reduced
academic situations . Where higher
order think skills are required in the
curriculum, language is
disembedded from a meaningful,
supportive context.
on the surface the first and second languages appear to be functioning in isolation
"Iceberg Theory"
-Cummins (1979)
under the surface there are academic and intellectual processes that are common to both languages
"Iceberg Theory"
-Cummins (1979)
In Cummins' hypothesis, the theory is that first language learning "proficiencies"
can be transferred to the second language learning context. At the same time
learners are learning a second language, they are also developing capacities
which could be used in the first language learning setting.
Takes 5-7 years
Acquired fastest within 2 years
years
Language is used in communication among friends, or with
strangers, or in real communication about any and all aspects of
life
To develop BICS, students must be provided with many
opportunities for role playing language situations and
sophisticated social interactions
BICS include idiomatic expressions and proverbs, sayings, and
colloquial expressions.
Knowledge of BICS is very important to feel comfortable, and to
use socially appropriate language, in real-life communication
situations.








Language is used in the content areas, the language for high-
level critical thinking, for hypothesizing, for talking Math,
Chemistry, Music, History, Health, etc.
A student is not proficient in English until he/she masters
CALP. CALP must be the language development focus of All
instructional programs for All students.
To develop CALP, students must be provided with many
opportunities to observe, listen to, and speak about content
areas concepts in real life situations. In addition, students need
to master reading and writing using CALP.
Knowledge of CALP is essential for academic success and
higher education, and for critical thinking.


BIC
S
CAL
P
Teachers can often misjudge the language
level of ELL students and therefore when
academic work is analyzed, it can appear to
the teacher as though the student is not
working to their ability. This can lead to
misconceptions about the intelligence or
motivation levels of ELL students.
A great deal of support, understanding and
empathy from administrators, teachers and peers
is required if ESL students are to experience
success in academic areas and not end up as
school drop-out statistics. Teachers must focus on
strengths and accomplishments and note that
success should be recognized in more ways
than percentages on exams.