BICS and CALP
ELLs in every classroom and program have a different learning style; however, they all share the same goal to obtain the English language to feel accepted and reach academic success. However, Baker (2004) explains how many times schools confuse the BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency) and erroneously evaluate ELLs proficiency in English and immerse them in all English classrooms too soon leading to academic struggles. It is imperative to know the development of the BICS and CALP to provide ELLs the proper bilingual programs which will let them reach proficiency in L1 (first language) and L2 (second language).
BICS
-Developmental stage from 2-4 years
-students attain listening and speaking skills
-music, repetition, oral commands, and societal situations
-social interactions
CALP
-Cogntive development from 4-7 years
-ELLs learn to synthesize, analyze and evaluate information in L2 with support of L1 to construct meaning of sentences and more complex dialogue in academic content areas
-ELLs are able to transfer cogntive skills from L1 to L2 and vice versa
Related Links:
Classroom teachers need to understand the difference between social language and academic language acquisition. Here is a simple description of BICS and CALP as theorized by Jim Cummins.
Haynes, J.Explaining BICS and CALP. (Click on the image below to retrieve the document)
References:
Baker, C. (2004). Foundations of Bilingual Education and Bilingualism (4th ed.)
Multilingual Matters, Clevedon.
Cummins, J. (nd) BICS and CALP. University of Toronto.
Garcia, O. (2009). Bilingual Education in the 21st Century: A Global Perspective.
Wiley-Blackwell, Oxford.
Thomas, W., & Collier, V., (2004). The Astounding Effective of Dual Language Education for
All. George Mason University. NABE: Journal of Research & Practice, 2:1. Winter.