BICS and CALP
1. (Common Quadrants) Cognitive demanding and Context Reduced examples -
ANS-Standardized test, reading and writing, math concepts, most context classes
2. (Common Quadrants) Cognitive Undemanding and Context Reduced examples - ANS-*
Telephone Convo * Note from friend * Written Instruction
3. (Common Quadrants) Context Embedded and cognitively demanding examples -
ANS-*Demonstrations * Audio Visual Lessons * Science Experiments * Basic Math
class.
4. (Common Quadrants) Context Embedded and cognitively undemanding examples -
ANS-* Talking with friends * Buying lunch.
5. BICS is language necessary ... - ANS-for day to day living, including conversations with
friends, informal language.
6. BICS stands for - ANS-Basic Interpersonal Communication Skills
7. CALP is language necessary.... - ANS-to understand and discuss content in classroom.
8. CALP stands for - ANS-Cognitive Academic Language Proficiency
9. Cognitively Demanding - ANS-language relates to abstract concepts has specialized
vocabulary and uses a more complex language structure.
10.Cognitively undemanding language - ANS-is easy to understand, deals with everyday
language and occurrences and uses simple language structure.
11.Common Underlying Profeciency (CUP) refers to - ANS-Skills, ideas, and concepts
students learn in their first language will be transferred to the second language.
12.Context embedded - ANS-means that the conversation is often face-to-face, offers many
cues to the listener such as facial expressions, gestures, concrete objects of reference
(BICS).
13.Context Reduced - ANS-is the language of the classroom in which there are fewer
non-verbal cues and the language is more abstract.
14.CUP implications - ANS-Encouraged ELLs to continue their native language
development by:
15.-Reading in their native language.
16.-Discussions with parents/friends in their native language.
17.Implications for teachers (BICS/CALP) - ANS-Never assume that ELLs with a high
degree f fluency and accuracy in everyday spoken English are able to succeed
academically.
18.What does BICS refer to? - ANS-- Day-to-Day language needed to interact socially with
other people (at parties, playing sports, talking on the telephone).
19.- Occurs in a meaningful social context.
20.Not very cognitively demanding or specialized.
21.- Devlops within six months to two years.
22.What does CALP imply? - ANS-- This level of language proficiency is the key for ELLs to
succeed in school
1. (Common Quadrants) Cognitive demanding and Context Reduced examples -
ANS-Standardized test, reading and writing, math concepts, most context classes
2. (Common Quadrants) Cognitive Undemanding and Context Reduced examples - ANS-*
Telephone Convo * Note from friend * Written Instruction
3. (Common Quadrants) Context Embedded and cognitively demanding examples -
ANS-*Demonstrations * Audio Visual Lessons * Science Experiments * Basic Math
class.
4. (Common Quadrants) Context Embedded and cognitively undemanding examples -
ANS-* Talking with friends * Buying lunch.
5. BICS is language necessary ... - ANS-for day to day living, including conversations with
friends, informal language.
6. BICS stands for - ANS-Basic Interpersonal Communication Skills
7. CALP is language necessary.... - ANS-to understand and discuss content in classroom.
8. CALP stands for - ANS-Cognitive Academic Language Proficiency
9. Cognitively Demanding - ANS-language relates to abstract concepts has specialized
vocabulary and uses a more complex language structure.
10.Cognitively undemanding language - ANS-is easy to understand, deals with everyday
language and occurrences and uses simple language structure.
11.Common Underlying Profeciency (CUP) refers to - ANS-Skills, ideas, and concepts
students learn in their first language will be transferred to the second language.
12.Context embedded - ANS-means that the conversation is often face-to-face, offers many
cues to the listener such as facial expressions, gestures, concrete objects of reference
(BICS).
13.Context Reduced - ANS-is the language of the classroom in which there are fewer
non-verbal cues and the language is more abstract.
14.CUP implications - ANS-Encouraged ELLs to continue their native language
development by:
15.-Reading in their native language.
16.-Discussions with parents/friends in their native language.
17.Implications for teachers (BICS/CALP) - ANS-Never assume that ELLs with a high
degree f fluency and accuracy in everyday spoken English are able to succeed
academically.
18.What does BICS refer to? - ANS-- Day-to-Day language needed to interact socially with
other people (at parties, playing sports, talking on the telephone).
19.- Occurs in a meaningful social context.
20.Not very cognitively demanding or specialized.
21.- Devlops within six months to two years.
22.What does CALP imply? - ANS-- This level of language proficiency is the key for ELLs to
succeed in school
