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1、Adaptedfrom:Dr.MaryCarolCombs,Dr.KipTellez,andDr.SylviaCeledón-Pattichis►Thedifferencesbetweensocialandacademiclanguage(sometimesknownasBICS&CALP)ñBICS:BasicInterpersonalCommunicationSkillsñCALPS:CognitiveAcademicLanguageProficiencyTheorists:JimCummins,198
2、1,1994VirginiaCollier,1987,1995AnaChamot&MichaelO’Malley,1986}Languagethatdevelops[relativelyeasily]fromsocialactivities(play,TV/movies/radio,informalorconversationalexchanges).Otherexamples:ñretellingeventsñtalkingaboutexperiencesñdescribingactivitiesñgiv
3、ingpersonalopinions}Sociallanguageiscontext-embedded,thatis,comprehensionisaidedbycontextclues,likefacialexpressions,bodylanguage,modelingordemonstrations,visualcluesandcues,etc.}Becauseitisembeddedinsocialinteraction,sociallanguageisthoughttobecognitively
4、undemanding.}Thekindofabstract,}Formsofacademichigher-levelacademiclanguageincludediscoursethatmight◦Comparingandcontrasting◦Listing,defining,classifyingbefoundinmore◦Predicting,explaining,formalsettings,likeaanalyzing,justifyingclassroomfor◦Inferring,dedu
5、cing◦Integrating,evaluatingexample.◦Arguing,persuading,defending}Typically,academiclanguageiscontext-reduced,meaningthattherearefewercluesorsupportstohelpstudentscomprehendcontentinformation.}Becauseofthelackofenvironmentclues,academiclanguageisthoughttobe
6、morecognitivelydemandingthansociallanguage.}Sociallanguage}Academiclanguage◦Whatdidyoulikeaboutthis◦Compareandcontrastthemainbook?charactersinthebook.◦Isthereaneasierwaytodothis?◦Canyouproposeandsupportan◦Whatdoyouthinkwillhappen?alternativetechniquetofaci
7、litatethis◦Whatdoyoumean?procedure?◦Canyouformulateahypothesisthatpredictsthemostprobableoutcome?◦Whatisyourreasoninghere?}The“iceberg”modelSource:Cummins,J.(2000)Language,power,andpedagogy:BilingualchildreninthecrossfirebyJ.Buffalo,NY:MultilingualMatters,
8、Ltd.Cummins’4QuadrantsCognitivelyUndemanding(BICS)BeginningESLTelephoneConversationsTotalPhysicalResponse(TPR)RefrigeratorNotesFollowingDirectionsWrittenDirectionsFace-to-FaceConservationInstructions(NoDiagra
