BICS/CALP distinction: conversational and academic language proficiency as conceptually distinct dimensions with different developmental patterns¶

Theory · All theories
Evidence · 3 claims (3 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The BICS/CALP distinction separates basic interpersonal communicative skills (conversational language) from cognitive academic language proficiency. Cummins originally proposed it in 1979 as a qualification to Oller's single-factor global language proficiency claim, and this paper clarifies that the two dimensions "follow different developmental patterns": phonology and basic fluency plateau early, while CALP continues developing throughout schooling. It is a specific conceptual distinction with policy and practice implications, not an overall theory of language.

Design Implications¶

Context¶

Requirements¶

• Assessed in relation to the issues it attempts to address; the article states it does not address sociolinguistics, discourse styles, or the appropriate time to introduce English reading instruction.

Constraints¶

• The sequential BICS-before-CALP acquisition pattern was suggested as typical for immigrant children learning a second language, not as an absolute order applying in every situation.

Target Learners¶

• bilingual and ESL students in elementary education

Target Learning Objectives¶

• academic language proficiency (CALP) development in a second language

Claims¶

• Bics Acquired Faster Than Calc Immigrant Children [+W]
• Bics Calp Intersect Not Identical [+W]
• Calp Can Precede Bics In Certain Situations [+W]

Related Theories¶

• Cummins's BICS/CALP distinction: language proficiency divides into basic interpersonal communicative skills and cognitive/academic language proficiency

Examples¶

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Key Sources¶

• Cummins, J. (1999). BICS and CALP: Clarifying the Distinction. ERIC Document ED 438 551. https://eric.ed.gov/?id=ED438551