BICS and CALP

The distinction between basic interpersonal communicative skills (BICS) and cognitive academic language proficiency (CALP) was introduced by Prof. Jim Cummins of the University of Toronto in 1979 in order to draw educators’ attention to the timelines and challenges that second language learners encounter as they attempt to catch up to their peers in academic aspects of the school language. BICS refers to conversational fluency in a language while CALP refers to students’ ability to understand and express, in both oral and written modes, concepts and ideas that are relevant to success in school.

The original version of the BICS/CALP distinction has been criticized by several scholars over the years for various reasons. For example, Prof. Rudy Troike of the University of Arizona, then of the University of Illinois at Urbana-Champaign, wrote a critique with a somewhat satirical title, "SCALP - Socio-Cultural Aspects of Language Proficiency." In it, Prof. Troike argues that sociolinguistic factors, which are missing from Prof. Cummins' theory, may play an important role in academic achievement.

In his latest 14-page article, titled "BICS and CALP: Empirical and Theoretical Status of the Distinction" and published in Street, B. & Hornberger, N. H. (Eds.). (2008). Encyclopedia of Language and Education, 2nd Edition, Volume 2: Literacy, Prof. Cummins addresses many critiques of the BICS/CALP distinction but insists that "the BICS/CALP distinction was not proposed as an overall theory of language proficiency but as a very specific conceptual distinction that has important implications for policy and practice. It has drawn attention to specific ways in which educators’ assumptions about the nature of language proficiency and the development of L2 proficiency have prejudiced the academic development of bilingual students."

One such specific example cited by Cummins comes from a study done in 1996 which shows that a couple of years after a group of second generation Salvadorean children started school in Washington, D.C., they acquired native-like spoken English. Because of the lack of one-on-one interactions between the teachers and the pupils, a sample of fluent student speech (BICS) was often mistaken for proof of full language fluency, which should have included both conversational and academic English (CALP).

Here and now, with the number of Generation 1.5 students entering our classrooms on the rise, we have noticed the common feature these students share: stronger BICS and weaker CALP.

Knowing the distinction is one thing. Knowing how to close the gap in our classrooms is quite another. Cummins suggests the following ways:

1. extensive engaged reading because academic language is primarily found in written texts
2. collaborative learning and talk about text because this helps students more fully comprehend the academic language found in their extensive reading
3. writing about issues that matter to bilingual students because this enables them to express their identities through language
4. opportunities for teachers and others to provide feedback on writing because this further develops the students' expression of self.

What other ways would you suggest? Do you see any use of the distinction between BICS and CALP for yourself?

A Timeless Manual for ESL Teachers

Originally written by and for the Peace Corps 15 years ago, Teaching English as a Foreign Language to Large, Multilevel Classes is chock-full of ideas for any ESL teacher even today. The 11 chapters on 147 pages discuss topics ranging from building a class community to assessing learning outcomes. As our dept. takes part in the Basic Skills Initiative and tries hard to increase student retention and success rates, this timeless manual is worth thumbing through again. It could have practical implications for our classrooms.

The Shape of Things to Come?

Governor Schwarzenegger is set to declare a fiscal emergency. This is not science fiction. Due to a huge budget shortfall, he has already asked state agencies to prepare for an across-the-board budget cut of 10% in 2008. For details, read the news story here.

Honoring Katheryn

After serving the college for 33 years, Katheryn Garlow will retire later this month. On this bittersweet occasion, I am taking the liberty of publishing this letter written by Shayla on behalf of our dept. to nominate Katheryn as this year's "Alumna of the Year." As we know, Katheryn received the honor at the college's graduation ceremony in May.

During the five months as the dept. chair, I have had numerous chances to interact with Katheryn directly. My impression of Katheryn as a true professional who cares passionately about serving all students has been strengthened. There is never a trace of elitism in her as evidenced by her advocating for the most downtrodden members of our community as well as by the homely furnishings in her office as a dean. Her will to do what is right instead of rigidly following the books has also been equally impressive. If Palomar Colleg is a people's college, as former college president George Boggs put it, then Katheryn Garlow is a people's dean.

Since Katheryn is loath to be the center of attention at a party setting, the Instructional Services has planned an Open House on Tuesday, December 11, from 1:00pm – 3:00pm, in Room AA-109, in lieu of a special party. Please plan to attend to enjoy each other’s company – or say good-bye to our long-time colleague and leader Katheryn. You can stop by for a moment or the whole time to spend some time with Katheryn before she retires to New Mexico.

According to the Division Secretary, Anna Hilton (ext. 2251), there are a couple of ways that you can contribute to the Open House. Food – bring one of your favorite appetizers or desserts, or Anna will be taking donations to contribute to a group gift that will be purchased by Vice President of Instruction Berta Cuaron.

A Full-time Position

ASSISTANT PROFESSOR, ENGLISH AS A SECOND LANGUAGE
(Refer to position number 5122 on application)
Date opened: November 30, 2007
First screening deadline: 4:30 pm on Friday, February 22, 2008
Applications will be accepted until the position is filled.
Palomar College is an Equal Opportunity Employer (EOE)

THE POSITION: This is a full-time, tenure-track, 10-month-per-year position scheduled to begin August 22, 2008.

DUTIES AND RESPONSIBILITIES: The initial assignment is to teach English as a Second Language fifteen to twenty hours weekly, ten hours of which will be scheduled in the evenings at the Palomar College Fallbrook Center. Remaining hours will be scheduled in the day at the San Marcos campus and/or off-campus locations. Three additional hours weekly will be spent coordinating personnel, student-related activities, and curriculum at the Fallbrook Center. Participate fully in departmental activities and college governance and hold regular office hours. Teaching assignments may include day, evening, and/or weekend classes at the San Marcos campus and/or off-campus locations as part of contract responsibilities. Teaching assignments may also include distance education classes.

MINIMUM QUALIFICATIONS:
1. Must meet one of the qualifications listed under a) through c):
a) Master’s degree in TESL, TESOL, applied linguistics with a TESL emphasis, linguistics with a TESL emphasis, English with a TESL emphasis, or education with a TESL emphasis.
b) Bachelor’s degree in TESL, TESOL, English with a TESL certificate, linguistics with a TESL certificate, applied linguistics with a TESL certificate, or any foreign language with a TESL certificate and Master’s degree in linguistics, applied linguistics, English, composition, bilingual/bicultural studies, reading, speech, or any foreign language.
c) A combination of education and experience that is at least the equivalent of either qualification a) or b) above.
Candidates who do not possess the specific minimum qualifications as stated above, which includes degrees that have not been awarded at the time of application, are required to complete the Equivalency Qualifications Form that is included with the standard application.
2. Sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, and ethnic backgrounds in a community college.
*Note: Only coursework completed at, and degrees awarded by, accredited institutions recognized by the U.S.
Department of Education will be considered as satisfying the Minimum Qualifications. Candidates who have earned degrees from foreign institutions are required to submit both official translations and evaluations of their transcripts that have been prepared by a certified U. S. credential review service in order for the application to be considered. Visit http://www.naces.org/ for a list of commonly-used credential review services.

PREFERRED QUALIFICATIONS:
1. Three years’ experience teaching different levels and skills of ESL (including academic reading and writing) at an accredited post-secondary institution within the previous five years.
2. Competence in English sufficient to serve as a suitable linguistic model.
3. Supervisory experience in an educational setting.
4. Experience in student assessment and placement.
5. Second language competence.
6. Experience working with immigrant population, especially Spanish-speaking adult learners.
7. Experience using computer technology in an instructional setting.
8. Experience working effectively and professionally with colleagues in a collaborative, collegial environment.
9. Commitment to a student learning-centered college.
10. Evidence of a strong commitment to remain current in ESL and its instructional program.

For more details such as how to apply, see the complete job announcement here.