WHAT DO I NEED TO KNOW ABOUT ENGLISH LANGUAGE LEARNERS?
BICS (Basic Interpersonal Communication Skills) -vs- CALP (Cognitive Academic Language Proficiency)
Academic vs. Social Language
The distinction between academic and social language is important to consider when supporting ELL students.
(BICS) Basic Interpersonal Communication Skills (BICS) are language skills needed in social situations. It is the day-to-day language needed to interact socially with other people. English language learners (ELLs) employ BIC skills when they are in the cafeteria, at parties, playing sports and talking on the telephone. Social interactions are usually context embedded. That is, they occur in a meaningful social context. They are not very demanding cognitively. The language required is not specialized. These language skills usually develop within six months to two years after arrival in the U.S.
CALP refers to formal academic learning. This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school. Students need time and support to become proficient in academic areas. This usually takes from five to seven years. Academic language acquisition isn’t just the understanding of content area vocabulary. It includes skills such as comparing, classifying, synthesizing, evaluating, and inferring. Academic language tasks are context reduced. Information is read from a textbook or presented by the teacher. As a student gets older the context of academic tasks becomes more and more reduced.
Academic vs. Social Language
The distinction between academic and social language is important to consider when supporting ELL students.
(BICS) Basic Interpersonal Communication Skills (BICS) are language skills needed in social situations. It is the day-to-day language needed to interact socially with other people. English language learners (ELLs) employ BIC skills when they are in the cafeteria, at parties, playing sports and talking on the telephone. Social interactions are usually context embedded. That is, they occur in a meaningful social context. They are not very demanding cognitively. The language required is not specialized. These language skills usually develop within six months to two years after arrival in the U.S.
CALP refers to formal academic learning. This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school. Students need time and support to become proficient in academic areas. This usually takes from five to seven years. Academic language acquisition isn’t just the understanding of content area vocabulary. It includes skills such as comparing, classifying, synthesizing, evaluating, and inferring. Academic language tasks are context reduced. Information is read from a textbook or presented by the teacher. As a student gets older the context of academic tasks becomes more and more reduced.
Proficiency Level information
HOW DO I OBTAIN A STUDENT'S LANGUAGE PROFICIENCY SCORES?
English language proficiency is measured using the WIDA Assessment. WIDA 2.0 for ELLs is an assessment which measures a student's English ability in reading, writing, speaking and listening comprehension.
NPS, as well as all districts, keep WIDA scores in a student's permanent file. You can also ask your ESL staff for a student's WIDA scores.
English language proficiency is measured using the WIDA Assessment. WIDA 2.0 for ELLs is an assessment which measures a student's English ability in reading, writing, speaking and listening comprehension.
NPS, as well as all districts, keep WIDA scores in a student's permanent file. You can also ask your ESL staff for a student's WIDA scores.
What are the WIDA proficiency levels?
CAN DO DESCRIPTORS: What can students do at each language proficiency level?
Audiences |
The WIDA Can Do Descriptors, Key Uses Edition can help…. |
Educators who work with language learners, including coaches, teachers (e.g., general education, gifted and talented, special education, Title I), language specialists, and support staff. |
• Differentiate curriculum, instruction, and assessments designed in English based on language learners’ levels of English language proficiency • Collaborate and engage in instructional conversations about the academic success of language learners in English environments • Advocate for equitable access to content for language learners based on their level of language proficiency |
Administrators and school leaders |
• Communicate with other educators about students’ English language development • Support the WIDA Can Do Philosophy throughout schools and districts • Advocate for equitable access to content for language learners based on their level of language proficiency |
Can Do" Kindergarten
"Can Do" Grade 1 "Can Do" Grade 2-3 "Can Do" Grades 4-5 "Can Do" Grades 6-8 "Can Do" Grades 9-12 |
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Can Do Grades 6-8