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I actually use oral language quite regularly in my math classroom. Students start the class with a prompt on the board and are assigned to randomized groups (using Flippity.net). Sometimes they work in pairs, other times in groups of 3 or 4. Sometimes they’re given a hands-on task at their desks; sometimes they are asked to work on vertical non-permanent surfaces; and sometimes the instructions are given completely orally. The students are given open-ended questions where there are many possible solutions. This facilitates deep discussion about what the question is really asking and how to tackle the problem. Students need a deep understanding of concepts as well as an understanding of vocabulary to work collaboratively on these tasks. Randomizing the groups allows students to continue to gain confidence in communicating with their peers and stretching them outside their comfort zones. After the task, students present their solutions to the class (and it is very rare that students end up with the same solutions). The other groups are required to ask questions as well facilitating great oral conversation. This is a task that I really enjoy as I get to observe students and their level of knowledge as they discuss and produce with each other. 

# data[].attributes.subject
I actually use oral language quite regularly in my math classroom. Students start the class with a prompt on the board and are assigned to randomized groups (using Flippity.net). Sometimes they work in pairs, other times in groups of 3 or 4. Sometimes they’re given a hands-on task at their desks; sometimes they are asked to work on vertical non-permanent surfaces; and sometimes the instructions are given completely orally. The students are given open-ended questions where there are many possible solutions. This facilitates deep discussion about what the question is really asking and how to tackle the problem. Students need a deep understanding of concepts as well as an understanding of vocabulary to work collaboratively on these tasks. Randomizing the groups allows students to continue to gain confidence in communicating with their peers and stretching them outside their comfort zones. After the task, students present their solutions to the class (and it is very rare that students end up with the same solutions). The other groups are required to ask questions as well facilitating great oral conversation. This is a task that I really enjoy as I get to observe students and their level of knowledge as they discuss and produce with each other. 

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Basic Interpersonal Communication Skills vs Cognitive Academic Language Proficiency

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Basic Interpersonal Communication Skills vs Cognitive Academic Language Proficiency

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As a grade nine math teacher, I recognize that many students do not even think of literacy skills as being an important aspect of numeracy. I spend a lot of time at the beginning of the semester modelling and encouraging students to communicate their mathematical thinking with words, numbers, visuals, and through presentations. I’ve noticed that, since this shift in my teaching style, students who struggle with literacy in general (whether English Language Learners or otherwise) but who were strong with numeracy have become frustrated by this increased focus on the communication skills in math. Being cognisant of the fact that many students may still be developing their cognitive academic language proficiency has encouraged me to employ literacy strategies in the classroom as well. One of these has been a real focus on the mathematics vocabulary and the idea of multiple representations. As a class, we work together to create a word wall that includes a term, a definition, a picture (if possible), an example of a question, and a translation for other students who may need it. These are posted around the classroom and are available for students to use at any time. This has had a huge impact on all students in my class, not only those who may need extra literacy support. We also do “Math Pictionary” to review important terms, phrases, words, etc. after we’ve created the word walls. 

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As a grade nine math teacher, I recognize that many students do not even think of literacy skills as being an important aspect of numeracy. I spend a lot of time at the beginning of the semester modelling and encouraging students to communicate their mathematical thinking with words, numbers, visuals, and through presentations. I’ve noticed that, since this shift in my teaching style, students who struggle with literacy in general (whether English Language Learners or otherwise) but who were strong with numeracy have become frustrated by this increased focus on the communication skills in math. Being cognisant of the fact that many students may still be developing their cognitive academic language proficiency has encouraged me to employ literacy strategies in the classroom as well. One of these has been a real focus on the mathematics vocabulary and the idea of multiple representations. As a class, we work together to create a word wall that includes a term, a definition, a picture (if possible), an example of a question, and a translation for other students who may need it. These are posted around the classroom and are available for students to use at any time. This has had a huge impact on all students in my class, not only those who may need extra literacy support. We also do “Math Pictionary” to review important terms, phrases, words, etc. after we’ve created the word walls. 

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I had not heard of the acronyms BICS and CALP, but in my experience I have certainly seen the difference between ELL students who have basic interpersonal communication skills, but struggle with cognitive academic language proficiency. As Jim Cummins explained, BICS is the development of language that includes conversational fluency. It includes high frequency words accompanied by body language to support learning and understanding. It also includes discrete language skills that develop phonological awareness and allow students to transition from spoken language to written language. It includes grammatical rules and patterns and it teaches students to decode with high-frequency words. It is essentially teaching students how to read. CALP, on the other hand, is building on students reading skills in order to read to learn. They are using low-frequency, content-specific vocabulary; writing for different audiences; and using passive writing to report back on their own thoughts, experiences, and reflections in a particular subject area. They are using language and tone that is not seen on the schoolyard. This is important because, as the students progress from grade to grade, there is more focus on reading to learn and an increase of low-frequency and subject-specific vocabulary. This is the point (around grade 3 or 4) where students start to hit a wall. They do not necessarily know the rules or the words to be able to learn the curriculum, as they are still developing their literacy skills.

# data[].attributes.subject
I had not heard of the acronyms BICS and CALP, but in my experience I have certainly seen the difference between ELL students who have basic interpersonal communication skills, but struggle with cognitive academic language proficiency. As Jim Cummins explained, BICS is the development of language that includes conversational fluency. It includes high frequency words accompanied by body language to support learning and understanding. It also includes discrete language skills that develop phonological awareness and allow students to transition from spoken language to written language. It includes grammatical rules and patterns and it teaches students to decode with high-frequency words. It is essentially teaching students how to read. CALP, on the other hand, is building on students reading skills in order to read to learn. They are using low-frequency, content-specific vocabulary; writing for different audiences; and using passive writing to report back on their own thoughts, experiences, and reflections in a particular subject area. They are using language and tone that is not seen on the schoolyard. This is important because, as the students progress from grade to grade, there is more focus on reading to learn and an increase of low-frequency and subject-specific vocabulary. This is the point (around grade 3 or 4) where students start to hit a wall. They do not necessarily know the rules or the words to be able to learn the curriculum, as they are still developing their literacy skills.

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Provide one cooperative oral task that could be used to support the development of Basic Interpersonal Communication Skills or Cognitive Academic Language Proficiency.

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Provide one cooperative oral task that could be used to support the development of Basic Interpersonal Communication Skills or Cognitive Academic Language Proficiency.

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How will the distinction between BICS AND CALP impact your planning, assessment and teaching of ELLs? Provide one or two examples as they relate to the grade and subject area(s) you teach.

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How will the distinction between BICS AND CALP impact your planning, assessment and teaching of ELLs? Provide one or two examples as they relate to the grade and subject area(s) you teach.

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Were you previously aware of the distinction between BICS and CALP? What is your current understanding of this distinction, and why is it important?

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Were you previously aware of the distinction between BICS and CALP? What is your current understanding of this distinction, and why is it important?