Why does he/she need ESL?.
You may have heard parents or teachers say, “Why does he need ESL? He speaks English very well.
He talks all the time.” When asked how the student is functioning academically, the response is, “He’s
below grade-level, and not doing well, but the problem must be something other than language.” This
child has acquired the social language (Basic Interpersonal Communication Skills-BICS), but not yet
achieved the academic language (Cognitive Academic Language Proficiency-CALP), or full proficiency
in English. He needs more time for focused academic language development.
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BICS
BICS are Basic Interpersonal Communication Skills
These are the language skills needed for everyday personal
and social communication. Second language learners must
have BICS in order to interact on the playground and in the
classroom. It usually takes students from 1-3 years to completely
develop this social language. BICS are not necessarily related to
academic success.
Time to master: 1 to 3 years
Characteristics:
-Basic “survival” English Context embedded-applies to real life
situations; can be pointed to or acted out
-Carry on intelligible conversations about cognitively undemanding
topics (TV, classroom activities, friends, family)
-Interact with English-speaking peers
-Use language needed to function in everyday interpersonal
contexts (pronunciation, grammar, vocabulary)
-Can mislead teachers
CALPS
CALP is Cognitive Academic Language Proficiency
This is the language associated with native language literacy
and cognitive development. These are the language skills
needed to undertake academic tasks in the mainstream
classroom. It includes content- specific vocabulary. It may take
students from 5 to 7 years to develop CALP skills. CALP developed
in the first language contribute to the development of CALP in the
second language.
Time to master: 3 to 10 years
Characteristics:
-Language needed to succeed in school
-May be more abstract and less connected to real life
-Language needed to accomplish academic tasks
-Context reduced language, abstract
-Literacy skills & content area knowledge
-Opinions and feelings expressed
-Skills needed to manipulate language outside of the immediate
interpersonal context
-Content-reduced, cognitively demanding language used in
classroom activities, such as writing, spelling and test taking
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