This document discusses Jim Cummins' theory of BICS and CALP. It distinguishes between context-embedded communication, which provides more contextual clues, and context-reduced communication, which provides fewer clues. It notes that acquiring basic interpersonal skills (BICS) in a second language takes less time than cognitive academic language proficiency (CALP). The Common Underlying Proficiency theory holds that proficiency in a first language supports proficiency in a second. Achieving academic proficiency takes longer for second language learners than for monolingual children. The document also discusses different types of language use and various approaches to bilingual education.

1. BICS and CALP

2. 1.The Common Underlying Proficiency
Theory
2.Context Embedded and Context
Reduced Communication
(Cummins, 1981)

3. Context embedded communication
exists when there is a good degree of
contextual support in communications, e.g.
body language, gestures, intonation etc.
Context reduced communication there
are very few clues to meaning outside
language.
Context Embedded and
Context Reduced Communication

4. Jim Cummins’ Interdependence hypothesis
BICS in first language BICS in second language
CALP in first language CALP in second language
CommonCommon
UnderlyingUnderlying
ProficiencyProficiency

5. The Common Underlying Proficiency Theory
(The Iceberg Analogy)

6. Length of time needed to achieve age-appropriate
levels of contexts-reduced language proficiency
Leveloflanguage
proficiency
Monolingual
child
Second
language learner
Length of time
Development of context-reduced
fluency

7. Length of time needed to achieve age-appropriate
levels of contexts-embedded language proficiency
Leveloflanguage
proficiency
Monolingual
child
Second
language learner
Length of time
Development of context embedded
second language fluency

8. Comunication vs. Study
Comunicación
simple
Comunicación
simple
Comunicación libre
del contexto
Comunicación libre
del contexto
Comunicación ligada
del contexto
Comunicación ligada
del contexto
Comunicación
compleja
Comunicación
compleja
Language of
communication
Language of
communication
Language of studyLanguage of study

11. Focus on message:
making input comprehensible.
Developing critical literacy
Focus on use (language to)
Generate new knowledge.
Create literature and art
Act on social realities
Focus on language:
Awareness of/and critical
analysis of language
forms and uses

12. “Bilingual education…a program where two
languages are used equally as media of
instruction”
(Romaine, 1989:216)
Definition of bilingual
education

13. Content-driven Language-driven
Content-based language teaching:
A continuum of content and language integration
Total immersion
Partial immersion
Subject courses
Subject courses/language teaching
Language classes based on thematic units
Language classes/use of content for
language practice

14. Speak English,
please