Exit Ticket: BICS AND CALPS Were you previously aware of the distinction between BICS and CALP? As someone interested in language in general, I was aware of the difference in types of language in that social language is very different from academic language, however I was not aware of the official name for it. It is one of those things you intellectually know, but do not necessarily have the name for. What is your current understanding of this distinction, and why is it important? After having read the articles and watched the video, I have a clearer understanding of the two types of language and would now be able to explain it to my colleagues, administration and parents Below is a table I made after reading about BICS and CALP It makes it a bit easier to see the difference side by side CALPS BICS Cognitive Academic Language Proficiency Basic Interpersonal Communicative Skills Context-reduced language of the academic classroom Takes 5-7 years for ELLs to become proficient in the language of the classroom because;         i) non-verbal cues are absent        ii) less face-to-face interaction       iii) academic language is often abstract       iv) literacy demands are high (narrative & expository text and textbooks are written beyond the language proficiency of the students)        v)  cultural/linguistic knowledge is often needed to comprehend fully Social, conversational language used for oral communication Describes as social language offers many cues to the listener and is context-embedded language Takes about 2 years for students from different linguistic backgrounds to comprehend context-embedded social language readily English language learners can comprehend social language by: i) observing speakers’ non-verbal behaviour (gestures, facial expressions, and eye actions) ii) observing others’ reactions iii) using voice cues such as phrasing, intonation and stress iv) observing pictures, concrete objects and other contextual cues which are present v) asking for statements to be repeated

How will the distinction between BICS AND CALP impact your planning, assessment and teaching of ELLs? I think this knowledge will impact my planning in that I will take into account when working with an ELL that CALP language proficiency takes longer and therefore I need to ensure that there is differentiated instruction and assessment. In addition, the STEP continua provides specifics on ESL observable language and will be a good tool to use in planning and assessing ELLs, Provide one or two examples as they relate to the grade and subject area(s) you teach: In my role of Core Resource, I teach primary students who are struggling readers. Sometimes these students are ELLs. The knowledge I now have will help me in ensuring I choose texts that will teach the necessary knowledge (e.g. Narrative, expository) but will be more suitable to their reading level so as to not overwhelm them. In addition, a lot of oral discussion and vocabulary talk during a book walk can help the ELL activate some prior knowledge. In my role of Teacher- Librarian, we often have Book Reviews which can take place in any form (E.g. Book trailer, interview, report, role play, drama, visual) This might be a way for ELLs to develop their CALP language skills. Provide one cooperative oral task that could be used to support the development of BICS or CALP. Reporting on a Current Event-students could research a current event as a group and decide how they will go about presenting it to. Through questioning and discussion, students will get the opportunity to practice both BICS and CALP skills.