BICS and CALPS

Language and Language Development

Nina Godette

Recently my current school adapted a new ELA program and along with the ELA
program comes a Language program specifically geared towards our ELs. I have four
students who are identified as ELs, however I have six students who are RFEP or IFEP.
In addition to those students I know there are eight other students who speak another
language at home, but it is not identified in their records. While reflecting on this
assignment I am keeping in mind my four students who are identified at ELs. I meet
daily with them during our WIN time for 30 minutes of designated EL time.
BICS is defined as Basic Interpersonal Communication Skills and refers to
everyday language use. Out of the four students I am thinking of, three of them are very
vocal and talkative. They love to share personal stories about what their family did, is
going to do, or when they make a connection to the content being taught. One of the
four is still very reserved in conversational talk. He will not spontaneously talk, but when
I ask him any question you can see the wheels turning in his mind to try and put his
words together to form a thought. He is able to respond to any questions I ask, but it is
not something he is comfortable with. I love during our ELD time though when he makes
a connection to an experience he has had with his brother. His stories about himself and
his brother are things he enjoys and he always has the brightest smile on his face. This
particular student has come a long way because in Kindergarten he spoke no English at
all. At recess the three students who are more verbal have friends, run, and play. The
one student who is still reserved in his speech has a harder time playing with friends at
recess. Sometimes I can see him playing kickball and having fun with friends and other
times I see him keeping to himself, sitting under the playground structure. This is always
hard to see, but I don’t want to push him out of his comfort level.
CALP is defined as Cognitive Academic Language Proficiency and refers to the
use of academic language proficiently. While working with these four specific students
during our designated ELD time we focus on content vocabulary, comprehension or
content, and grammar usage. There is a lot of opportunity for them to turn and talk to
each other to relieve pressure of talking/answering me as it relates to the content. There
are activities of pointing to certain things in pictures, repeating, using words in context,
forming complete sentences within our speech. I do take these opportunities to correct
incorrect production of sentence formation. I have students repeat the proper way to
form their thoughts and they are able to apply it properly without shutting down. During
this time I also front load these students with content that is coming up in our ELA
lesson. This gives them an opportunity to have ah-ha moments in our whole group
lesson and even feel comfortable enough to participate. It’s amazing to see their eyes
light up when they make the connections, even my less verbal guy.
 These students work so hard! I love to see their growth academically and
socially. It’s amazing to partner with their families and see the appreciation ooze from
them everytime we meet or talk.