BICS and CALP
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BICS and CALP
1.The Common Underlying Proficiency Theory
2.Context Embedded and Context Reduced Communication
(Cummins, 1981)
Context embedded communication exists when there is a good degree of contextual support in communications, e.g. body language, gestures, intonation etc.
Context reduced communication there are very few clues to meaning outside language.
Context Embedded and Context Reduced Communication
Jim Cummins’ Interdependence hypothesis
BICS in first language
BICS in second language
CALP in first language
CALP in second language
Common Common UnderlyingUnderlyingProficiencyProficiency
The Common Underlying Proficiency Theory (The Iceberg Analogy)
Length of time needed to achieve age-appropriate levels of contexts-reduced language proficiency
Leve
l of l
angu
age
prof
icie
ncy
Monolingual child
Second language learner
Length of time
Development of context-reduced fluency
Length of time needed to achieve age-appropriate levels of contexts-embedded language proficiency
Leve
l of l
angu
age
prof
icie
ncy
Monolingual child
Second language learner
Length of time
Development of context embedded second language
fluency
Comunication vs. StudyComunicación
simple
Comunicación libre del contexto
Comunicación ligada del contexto
Comunicación compleja
Language of communication
Language of study
Focus on message: making input comprehensible.Developing critical literacy
Focus on use (language to): Generate new knowledge.Create literature and artAct on social realities
Focus on language: Awareness of/and critical analysis of language forms and uses
“Bilingual education…a program where two languages are used equally as media of instruction”
(Romaine, 1989:216)
Definition of bilingual education
Content-driven Language-driven
Content-based language teaching: A continuum of content and language
integration
Total immersion
Partial immersion
Subject courses
Subject courses/language teaching
Language classes based on thematic units
Language classes/use of content for language practice
Speak English, please
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