BICS vs.

CALP
GROUP 3
 Learning Objectives:
At the end of the discussion,
the learners are expected to:

1. Know the definition and importance of BICS and CALP .

2. The differences between the BICS and CALP

3. Understand the Content-Based Instruction and its roles.

 WHAT IS BICS?
Basic Interpersonal Communicative Skills (BICS) refers to the
foundational communication abilities required for everyday
social interactions. It is a term coined by language acquisition
expert Jim Cummins.

EXAMPLES:
1.Engaging in casual conversations.
2. Understanding and using common vocabulary
3. Interpreting non-verbal cues.
4. Following the simple instructions.
5. Participating every group discussions
6. Expressing needs and preferences
 WHAT IS CALP?
CALP (Cognitive Academic Language Proficiency) refers to
the student's formal academic learning. Cognitive Academic
Language Proficiency (CALP) focuses on proficiency in
academic language or language used in the classroom in the
various content areas.

CALP is the kind of language one may use in discussing

topics where high-level, subject-specific vocabulary is
required, such as a discussion about the theory of evolution.
 T H E I M P O RTA N C E O F
BICS AND CALP
BICS
BICS is essential for children to interact with their peers
while they are playing at recess, during team sports
activities, at lunchtime or socializing outside of school.

CALP
CALP is the language a learner needs to understand
complicated educational contexts.
THE DIFFERENCES BETWEEN
BICS AND CALP
Basic Interpersonal Communication Skills (BICS) refer to
linguistic skills needed in everyday, social face -to-face
interactions. For instance, the language used in the playground, on
the phone, or to interact socially with other people is part of BICS.

Cognitive Academic Language Proficiency (CALP) focuses on

proficiency in academic language or language used in the
classroom in the various content areas. Academic language is
characterized by being abstract, context reduced, and specialized.
In addition to acquiring the language, learners need to develop
skills such as comparing, classifying, synthesizing, evaluating, and
inferring when developing academic competence
 Content-Based Instruction
Content-based instruction is defined as a method of learning
language through meaningful content. Students have the flexibility
to study different languages in the context of unique subject
matter. In theory, studying the language around content that is
interesting to the student increases immersion, motivation, and
engagement.

3 DIFFERENT METHODS:
*Themed-based
*Sheltered
*Adjunct
Characteristics of Content-Based
Instruction
- Integrate skills
- Involve students actively in all phases of the learning process
- Choose content for its relevance to students' lives, interests,
and/or academic goals
- Select authentic texts and tasks.
What is the role of a Content-Based
Instruction?
Teachers in content-based programs may be content
specialists who use the target language for Instruction, or language
specialists who are using content for language instruction. To be
effective in their roles, they will need the knowledge, skills and
concepts required for content delivery in a second/foreign language.
 Communicative Language
Teaching
Communicative language teaching (CLT), or the communicative approach (CA), is an approach
to language teaching that emphasizes interaction as
both the means and the ultimate goal of study.
Learners in environments using communication to learn and practice the target language by
interactions with one another and the instructor, the study of "authentic texts" (those written in
the target language for purposes other than language learning), and the use of the language
both in class and outside of class
Learners converse about personal experiences with partners, and instructors teach topics
outside of the realm of traditional grammar to promote language skills in all types of
situations. That method also claims to encourage learners to incorporate their personal
experiences into their language learning environment and to focus on the learning experience,
in addition to the learning of the target language
 Qualities of Effective
Teachers in Macro Skills
1. Prepared
The most effective teachers come to class each day ready to teach that day's lesson.
They:
*Jump right into the lesson with enthusiasm.
* Avoid wasting instructional time. They start class on time.

2. Positive
The most effective teachers have optimistic attitudes about teaching and their students.
They always:
*Look on the bright side of every situation.
* Communicate with students about their progress.
*Praise and recognize students for hard work.
* Help students act kindly toward one another.
 Qualities of Effective
Teachers in Macro Skills
3. Hold High Expectations
The most effective teachers believe every student can be successful.
They:
* Hold students to the highest standards.
* Consistently challenge their students to realize their potential.
* Build students' confidence and teach them to believe in themselves.
4. Creative
The most effective teachers are resourceful and inventive in their teaching methods.
They:
* Might wear a clown suit if the class reaches its academic goal.
*Agree to participate in the school talent show.
* Use technology effectively in the classroom.
 Qualities of Effective
Teachers in Macro Skills
5. Fair
The most effective teachers handle students and grading fairly.
They:
* Allow all students equal opportunities and privileges.
* Provide clear requirements.
* Recognize that "fair" means giving every student an opportunity to succeed.

6. Display a Personal Touch

The most effective teachers are approachable and friendly.
They:
*Connect with students personally.
* Are genuinely interested in who their students are as people.
* Visit the students' world.
 Qualities of Effective
Teachers in Macro Skills
7. Cultivate a Sense of Belonging
The most effective teachers have a way of making students feel welcome and
comfortable in their classrooms. Have a warm, welcoming attitude that helps
students know they belong in your classroom.

8. Compassionate
The most effective teachers are concerned about students' personal problems and can
relate to them. Numerous stories established how the sensitivity and compassion of
caring teachers affected them in profound and lasting ways.
They:
* Understand when students are having a difficult time and act accordingly.
 Qualities of Effective
Teachers in Macro Skills
9. Have a Sense of Humor
The most effective teachers do not take everything seriously and make learning fun.
They:
* Use humor to break the ice in difficult situations. Bring humor into the
everyday classroom.
10. Respect Students
The most effective teachers do not deliberately embarrass students. Teachers who
give the highest respect get the highest respect.
They:
*Respect students' privacy when returning test papers.
* Speak to students in private concerning grades or conduct.
* Always avoid situations that unnecessarily embarrass students.
 Qualities of Effective
Teachers in Macro Skills
11. Forgiving
The most effective teachers do not hold grudges.
They:
* Forgive the students.
* Start each day with a clean slate.
12. Admit Mistakes
The most effective teachers are quick to admit it when they're wrong.
They:
*Apologize to mistakenly accused students.
*Make adjustments when students point out errors and oversights.
IT’S QUIZ
TIME!!!

THANK YOU FOR

LISTENING!