Bilingual+learners+develop+fluency+and+comprehension+skills+with+vocabulary+that+is+high+frequency+used,+which+is+different+from+academic+voabulary

= BICS and CALP = Adolescent bilingual readers tend to become familiar with high frequency words encountered in natural life situations. Bilingual readers become proficient in this basic communicative words compared to content subject words.

Cummins hypothesized, that educators need to differentiate between two very different types of second-language proficiency: He named these Basic Interpersonal communication skills __[|(BICS) and Cognitive Academic Language Proficiency (CALP).]__

Basic interpersonal communication Skills involves “Less knowledge of language itself”’ which means simpler syntax of what children need in academic purposes. At the other end, of the scale is CALP or “Classroom English” This is the kind of proficiency required for abstract, analytical thinking and the expression of complex meaning, with limited support from external context In this developmental process, children are naturally quicker to master BICS “Context embedded” skills that are linguistically less sophisticated. By contrast CALP includes command of the “Process” words and complex grammatical structures that are needed in the “Context-reduced” task of schooling. What happens in classrooms is Classrooms is context-reduced and relies heavily on written and verbal explanations in the absence of Concrete clues **. **

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