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Bics and Calp

The document discusses the distinction between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) as introduced by Cummins. It states that BICS refers to conversational fluency that often develops within 2 years, while CALP involves more abstract academic language that can take 5 years or more to acquire. The differences between BICS and CALP are explored, and the framework is said to be helpful for instructional and programmatic decisions regarding English language learners. Research by Thomas and Collier found that education in a student's first language is the most important factor for reaching grade level norms.

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448 views7 pages

Bics and Calp

The document discusses the distinction between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) as introduced by Cummins. It states that BICS refers to conversational fluency that often develops within 2 years, while CALP involves more abstract academic language that can take 5 years or more to acquire. The differences between BICS and CALP are explored, and the framework is said to be helpful for instructional and programmatic decisions regarding English language learners. Research by Thomas and Collier found that education in a student's first language is the most important factor for reaching grade level norms.

Uploaded by

api-356630565
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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BICS and CALP

Basic Interpersonal Communication Skills


and
Cognitive Academic Language Proficiency
Definitions
The acronyms BICS and CALP refer to a
distinction introduced by Cummins (1979) between
basic interpersonal communicative skills and
cognitive academic language proficiency. The
distinction was intended to draw attention to the
very different time periods typically required by
immigrant children to acquire conversational
fluency in their second language as compared to
grade-appropriate academic proficiency in that
language. (www.iteachilearn.com)
Jenny Parker, 2005
Fluency timelines
BICS CALP
According to Cummins, It takes at least five years
conversational fluency for language learners
is often reached within to catch up to native
around two years of speakers in academic
initial exposure to the language. (Collier,1987; Klesmer,
1994; Cummins, 1981a
new language.
Some differences between BICS and
CALP:
BICS is while CALP is
social language school language
(content area language)

(www.iteachilearn.com)
Differences, cont.,
BICS is while CALP is
to a large extent what more abstract, and
students can see, feel, contains less
taste, touch, and hear personally meaningful
structures
e.g., referents, articles

(www.iteachilearn.com)
Significance:
Whether or not one sees the framework of BICS and CALP as an
absolute or complete explanation of proficiency levels of English
Language Learners (ELLs), it can be helpful in making instructional
and programmatic decisions:
Understanding that students who are able to interact successfully with peers in
the classroom may still need explicit instruction in vocabulary and academic
language. Teachers may use this information to plan instruction.
Knowing the difference may prevent teachers and administrators from exiting
ELLs from language support programs too soon (Cummins, 1987).
Klingner & Harry (2004) aver that ELLs are over-referred to special
education programs. Realizing that students are not necessarily prepared for
academic success once theyve achieved conversational fluency may also be
helpful in reducing the over-referral of ELLs for special education services
Research by Thomas and Collier,
(1997)
Found that the most important factor was the
amount of education in the L1
5-7 to reach age and grade level norms with 2-3
years of education in L1
7-10 or more to reach age and grade level norms
with no education in the L1
Typically, non-native speakers do reasonably well
in grades K-3, but when they get past 3rd grade,
students with little or no academic and cognitive
development in L1 do less and less well

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