Explaining BICS and CALP - English As A Second or Foreign Language - Second Language PDF

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Explaining BICS and CALP
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Proposal cels-writing- Lynch and Mc
PatternDrills 16… strategies CLean
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Explaining BICS and CALP
by Judie Haynes
Proposal cels-writing-
Classroom Lynch
teachers need and Mc
to understand Monolingualism
the in RRQ
difference between Emergent
social Makalah
language and English
academic lan
PatternDrills 16…Herestrategies CLeanof BICS and CALP
is a simple description Non-native…
as theorized byStorybooks…
Jim Cummins.
Basic Interpersonal Communication Skills

Experts such as Jim Cummins differentiate between social and academic
acquisition. Basic Interpersonal Communication Skills (BICS) are languag
in social situations. It is the day-to-day language needed to interact socia
people. English language learners (ELLs) employ BIC skills when they are
playground, in the lunch room,on the school bus, at parties, playing spor
on the telephone. Social interactions are usually context embedded. They
meaningful social context. They are not very demanding cognitively. The
required is not specialized. These language skills usually develop within s
two years after arrival in the U.S.
Problems arise when teachers and administrators think that a child is pro
language when they demonstrate good social English.

Cognitive Academic Language Proficiency
https://www.scribd.com/document/71007022/Explaining-BICS-and-CALP 1/9
Cognitive Academic Language Proficiency

CALP refers to formal academic learning. This includes listening, speaking
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writing about subject area content material. This level of language learnin
for students to succeed in school. Students need time and support to bec
in academic areas. This usually takes from five to seven years. Recent re
& Collier, 1995) has shown that if a child has no prior schooling or has no
native language development, it may take seven to ten years for ELLs to
their peers.
Academic language acquisition isn't just the understanding of content are

includes skills such as comparing, classifying, synthesizing, evaluating, an
Academic language tasks are context reduced. Information is read from a
presented by the teacher. As a student gets older the context of academi
becomes more and more reduced.
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
The language also becomes more cognitively demanding. New ideas, con
language are presented to the students at the same time.
Jim Cummins also advances the theory that there is a common underlyin
 i
(CUP) between two languages. Skills, ideas and concepts students learn
language will be transferred to the second language.
Proposal cels-writing- Lynch and Mc Monolingualism in RRQ Emergent Makalah English

PatternDrills 16… strategies CLean BICS andStorybooks…
Non-native… CALP
Jim Cummins
University of Toronto

 
The acronyms BICS and CALP refer to a distinction introduced by Cummins (1979) (19 79) betwee
interpersonal communicative skills and cognitive academic language proficiency. The 
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distin
to draw attention to the very different time periods typically required by immigrant children
conversational fluency in their second language as compared to grade-appropriate academic
language. Conversational fluency is often
often acquired to a functional level within about two ye
exposure to the second language whereas at least five years is usually required to catch up to
academic aspects of the second language (Collier, 1987; Klesmer, 1994; Cummins, 1981a). F
account of the BICS/CALP (conversational/academic) distinction has resulted in discriminat
assessment of bilingual students and premature exit from language support programs (e.g. bi
the United States) into mainstream classes (Cummins, 1984).
Origins of the BICS/CALP Distinction

Skutnabb-Kangas and Toukomaa (1976) brought attention to the fact that Finnish immigrant
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often appeared to educators to be fluent in both Finnish and Swedish but still showed levels
performance in both languages considerably below grade/age expectations. Similarly, analys
assessments administered to minority students showed that teachers and psychologists often

children who had attained fluency in English had overcome all difficulties with English (Cum
these children frequently performed poorly on English

E nglish academic tasks as well as in psycholo
PatternDrills 16… strategies CLean Non-native… Storybooks…
situations. Cummins (1981a) provided further evidence for the BICS/CALP distinction in a r
from the Toronto Board of Education. Despite teacher observation that peer-appropriate
peer -appropriate con
in English developed rapidly, a period of 5-7 years

years was required, on average, for immigran
immigran
E nglish.
approach grade norms in academic aspects of English.
The distinction was elaborated into two

t wo intersecting continua (Cummins, 1981b) which high
cognitive demands and contextual support involved in particular language tasks or activities
embedded/context-reduced, cognitively undemanding/cognitively demanding). The BICS/CA
maintained within this elaboration and related to the theoretical distinctions of several other
Bruner’s [1975] communicative and analytic competence, Donaldson’s [1978] embedded an
language, and Olson’s [1977] utterance and text).

text). The terms used by different investigators
a guage, a d O so s [ 977] utte a ce a d te t). e te s used by d ee t vest gato s

essential distinction refers to the extent to which the meaning being communicated is suppor
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interpersonal cues (such as gestures, facial expressions, and intonation present in face-to-fac
Downloaddependent
Now on linguistic cues 3that of
are7 largely independent
 Search c
document communicative
of the immediate
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
The BICS/CALP distinction also served to qualify John Oller's (1979) claim that all individu
language proficiency could be accounted for by just one underlying factor, which he termed

proficiency. Oller synthesized a considerable amount of data showing strong correlations bet
on cloze tests of reading, standardized reading tests, and measures of oral verbal ability (e.g.
strategiesCummins (1979,
PatternDrills 16…measures). CLean 1981b) pointed
Non-native…
out that not allStorybooks…
aspects of language use or perfor
incorporated into one dimension of global

global language proficiency. For example, if we take tw
English-speaking siblings, a 12-year old child and a six-year old, there are enormous differen
children's ability to read and write English and in their knowledge of vocabulary, but minim
their phonology or basic fluency. The six-year old can understand virtually everything
everything that i
her in everyday social contexts and she can use language very effectively in these contexts, j
old can. Similarly, as noted above, in second

second language acquisition contexts,
contexts, immigrant child
manifest very different time periods required to catch up to their peers in everyday face-to-fa
proficiency as compared to academic aspects.
Critique
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Early critiques of the conversational/academic
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conversational/academic distinction were advanced

advanced by Carole Edelsky 
(Edelsky et al., 1983) and in a volume edited by Charlene Rivera (1984). Edelsky (1990) late
reformulated her critique and other critiques were advanced by Martin-Jones and Romaine (
(1996).
The major criticisms are as follows:
 The conversational/academic language distinction reflects an autonomous perspective o
ignores its location in social practices and power relations (Edelsky et al., 1983; Wiley,
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
 CALP or academic language proficiency represents little more than
tha n “test-
“test-wiseness” - it
inappropriate way in which it has been measured (Edelsky et al., 1983).
  fai
The notion of CALP promotes a “deficit theory” insofar as it attributes the academic
bilingual/minority students to low cognitive/academic proficiency rather than to inappro
Proposal cels-writing- Lynch and

(Edelsky, 1990; Edelsky etMc
al., 1983;Monolingualism
Martin-Jonesin& Romaine,
RRQ Emergent
1986). Makalah English
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Search   Read Free For 30 Days

Download Now 3 of 7  Search document 

Basic Interpersonal Communication Skills

language when they demonstrate good social English.

Academic language acquisition isn't just the understanding of content are

Proposal cels-writing- Lynch and Mc Monolingualism in RRQ Emergent Makalah English

Search   Read Free For 30 Days

Origins of the BICS/CALP Distinction

performance in both languages considerably below grade/age expectations. Similarly, analys

these children frequently performed poorly on English

in English developed rapidly, a period of 5-7 years

The distinction was elaborated into two

embedded/context-reduced, cognitively undemanding/cognitively demanding). The BICS/CA

Bruner’s [1975] communicative and analytic competence, Donaldson’s [1978] embedded an

language, and Olson’s [1977] utterance and text).

incorporated into one dimension of global

old can. Similarly, as noted above, in second

proficiency as compared to academic aspects.

The major criticisms are as follows:

 The conversational/academic language distinction reflects an autonomous perspective o

inappropriate way in which it has been measured (Edelsky et al., 1983).

bilingual/minority students to low cognitive/academic proficiency rather than to inappro

Proposal cels-writing- Lynch and

You're reading a preview 

Unlock full access (pages 4-6) by

Search   Read Free For 30 Days

Download Now 3 of 7  Search document 

Proposal cels-writing- Lynch and Mc Monolingualism in RRQ Emergent Makalah English

Search   Read Free For 30 Days

Download Now 3 of 7  Search document 

Reward Your Curiosity

Read free for 30 days

No Commitment. Cancel anytime.

Share this document

English As A Second Or Foreign Language Second Language Multilingualism Literacy

Documents Similar To Explaining BICS and CALP

Download Now 3 of 7  Search document 

Proposal cels-writing- Lynch and Mc Monolingualism in RRQ Emergent M

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