Language learning is a fascinating journey, and if you’re a teacher working with students learning English as an additional language (EAL), you’ve likely encountered the concepts of BICS and CALP. These terms, introduced by linguist Jim Cummins, provide invaluable insights into how students acquire and use language—and how we, as educators, can support them.
In this post, we’ll unpack BICS and CALP using the iceberg metaphor, a powerful visual that highlights the differences between conversational and academic language. Whether you’re new to these terms or looking for practical strategies, you’ll find actionable tips to support your learners.
The Iceberg Metaphor: What’s Above and Below the Surface?
Imagine an iceberg floating in the ocean. The small, visible portion above the water represents BICS (Basic Interpersonal Communicative Skills). This is the language of everyday conversation—greetings, casual chats, and simple questions. It’s the first type of language students acquire, often within one to two years of immersion.
But the real complexity lies beneath the surface—the much larger, hidden portion of the iceberg. This represents CALP (Cognitive Academic Language Proficiency), the specialized language needed for academic success. CALP includes subject-specific vocabulary, complex instructions, and abstract ideas. Unlike BICS, developing CALP can take five to seven years or more, as it requires deep engagement with academic contexts.
Why This Matters for Teachers
As teachers, it’s easy to assume that a student who speaks fluently in everyday situations is equally equipped to handle academic tasks. However, the iceberg metaphor reminds us that strong conversational skills (BICS) don’t automatically translate to academic proficiency (CALP).
This distinction is crucial for setting realistic expectations and providing the right kind of support. When a student struggles with academic language, it doesn’t mean they’re not trying—it means they’re still developing the deeper, more complex skills hidden beneath the surface.
Bridging the Gap: From BICS to CALP
So, how can we help our students move from the conversational to the academic? Here are some practical strategies:
1. Bridge the Gap with Familiar Language
Start with what students already know. For example, when introducing the scientific term “evaporation,” connect it to an everyday experience:
- Example: “Have you seen water disappear from a puddle on a sunny day? That process is called evaporation.”
By linking new academic vocabulary to familiar ideas, you make it more relatable and easier to grasp.
2. Encourage Everyday Connections
Build on students’ conversational responses by introducing academic terms.
- Example:
- Student: “The water goes up into the sky.”
- Teacher: “Exactly—that process is called evaporation.”
This approach helps students see the connection between their everyday language (BICS) and the academic language (CALP) they need to succeed.
3. Model Academic Language Through Think-Alouds
When teaching, verbalize your thought process to model how academic language works.
- Example: “I’m underlining this word because it’s a key term. It connects to the main idea in this paragraph.”
Think-alouds help students understand not just what to say, but how to structure and analyze their ideas using CALP.
Key Takeaways for Teachers
The iceberg metaphor is more than just a visual—it’s a reminder of the hidden complexities your EAL learners are navigating. Here are the key points to remember:
- BICS is the language above the water, quick to develop but limited to conversational use.
- CALP is the language below the surface, essential for academic success but slower to develop.
- As teachers, we can support students by bridging the gap between these two layers, using their conversational skills as a foundation for academic growth.
Try It in Your Classroom
Want to put these ideas into practice? Here’s a simple activity to get started:
- Choose a key term from your lesson (e.g., “evaporation”).
- Discuss the concept using everyday language your students understand.
- Introduce the academic term, explaining how it connects to the everyday concept.
- Reinforce understanding with visual aids, sentence frames, or think-aloud strategies.
Final Thoughts
BICS and CALP are two sides of the same coin, and understanding their relationship is vital for helping EAL students thrive. By using strategies that connect everyday language to academic concepts, you can empower your students to navigate the iceberg of language proficiency with confidence.
What strategies do you use to support EAL learners in your classroom? Share your ideas in the comments below, and let’s keep the conversation going!