Bics Vs Calp

BICS vs. CALP

By

Rohina Nasrahti

ELL 351

Instructor: Cynthia Gelfan

Date: 11/26/ 2015

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Five Similarities and Differences of BICS and CALP

Similarities

1. Both require time in acquiring the skills
2. Progress and length of time may vary depending on each individual’s educational background
3. Both are related with second language acquisition/ development
4. Speaking and listening is involved in both
5. Requires some planning and activities with ELLs to become proficient in both

Differences:

1. BICS is not cognitively demanding as much as CALP is.
2. BICS takes less time to develop than CALP.
3. Unlike BICS, CALP is essential for academic/ school success.
4. CALP is formal/ academic language and BICS is social language.
5. CALP requires higher processing skills and is below the surface but BICS is above the surface and does not require higher processing skills.

BICS and CALP

According to experts such as, Jim Cummins, Basic Interpersonal Communication Skills (BICS) are language skills needed for everyday social life or social communications (Curtin, 2009).  It is the type of language needed to interact socially with people on daily basis. English language learners develop BIC skills within six months to two years after their arrival in the USA (Haynes, 2007). English language learners use BIC skills when they are in the playground, cafeteria, at parties and on having simple phone conversations. Since the social interactions are context (gestures, facial expressions, intonation and etc…) embedded and occur in meaningful ways, developing these skills are not very cognitively demanding (Haynes, 2007).

CALP is said to be formal academic learning. This includes reading, writing and listening about subject area content (Stevens, 2015). These skills lie below the surface and require higher processing skills of analysis, synthesis and evaluation (Curtin, 2009).  This level of language acquisition is very important for students to succeed in school or academic areas. In this level students need time and support to develop or become proficient in academic areas. English language learners develop CALP skills or catch up with their peers in four to seven years (Curtin, 2009). But in some cases, it may take longer (7-10 years) for ELLs who has no prior schooling or has no support in native language development to become proficient in academic language (Haynes, 2007).

3 learning activities that encourage listening and speaking in BICS:

1. The Name Game         (Aim : Speaking and listening)

 In this activity students can be divided in two groups. Each group is given a ball. Tell the teams that they will be racing with each other in saying everyone’s names in their team. The first finishing team will get a point. The two groups can sit in a circle and the first student tells his or her name and hand the ball to the next student. The next student repeats the first student’s name and tells his or her name and hands the ball to the third student. For example, “He is Cavin and I am Kate”. Or “He is Cavin, she is Kate and I am Kylie”. If a student forgets the name of a team member, they start over from the first student. This continues until all the names have been said. What is good about this game is that it can be altered to add other personal information such as, age or height. This activity requires close attention, listening and speaking. This activity is for informal introduction thus, it offers informal language opportunities.

1. Making Doctor Appointment          (Aim: Speaking, reading, listening)

Put students into pairs with facing each other. One student can be the receptionist and one can be the caller. Make dialogue activities (A) receptionist and (B) caller and hand them out to students. Students can dictate their half of the dialogue to their partner across the table until both have completed their dialogues and done with the appointment making process. Once all the students are done, ask each pair to discuss the time of their appointment the reason of their appointment with the class. This activity can contain formal and informal language opportunities because a receptionist may speak a mix of formal and informal language. For example, “My name is Jane, How may I direct your call?” This sort of conversation is more into the formal side of the language than into the informal type. So depending on the dialogue, this activity can contain both formal and informal language opportunities.

1. Asking/ Giving Directions:  (Aim: Speaking, listening and writing)

Put students into pairs and provide them a city map activity sheet.

List five questions on the board such as, “How to go to the library from the City Park” or “Help Jane to get to the metro station from the bakery. Ask students to choose two to three questions and discuss with their team mates to provide answers. When all the teams are done, ask for volunteers to share the direction that they provided for the question they chose. Let Students know that they can either trace or write on the city map upon giving direction or answering the questions. This activity helps with social or everyday communication so it provides informal language opportunities.