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Scaffolding Strategies for ELL Students: From BICS to CALP

Effective scaffolding is crucial for supporting English Language Learners (ELL) in their journey from Basic Interpersonal Communicative Skills (BICS) to Cognitive Academic Language Proficiency (CALP). BICS focuses on everyday communication and basic needs, while CALP involves academic language necessary for learning and assessment. This guide outlines stages to scaffold ELL students, including conducting experiments, introducing key vocabulary, teacher-guided reporting, and journal writing. By identifying complex writing requirements and creating relevant classroom experiences, educators can enhance students' academic language skills.

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Scaffolding Strategies for ELL Students: From BICS to CALP

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  1. Scaffolding Writingfor ELL Students

  2. From BICS … BICS- Basic Interpersonal Communicative Skills • Everyday communication • Language of basic needs e.g. shopping, greetings • Conversational -> colloquial • May rely on ritualised exchanges e.g. How are you? • Acquired unconsciously in everyday situations

  3. … to CALP CALP - Cognitive Academic language Proficiency • Classroom language • Language for learning and assessment needs e.g. explain, analyse, summarise • Mainly reading and writing • Highly specialised specific to subject areas • Needs to be taught, practised and learnt

  4. The theory… BICS “Context embedded” and “cognitively undemanding” CALP “context reduced” and “cognitively demanding”

  5. …

  6. The scaffold… • Stage 1 Doing an experiment • Stage 2 Introducing Key Vocabulary • Stage 3 Teacher guided reporting • Stage 4 Journal writing

  7. The readings… • Baker, C. (2006). Cognitive theories of bilingualism and the curriculum In Foundations of bilingual education and bilingualism, 4th ed. pp. 166-186. Clevedon, Avon: Multilingual Matters. • Gibbons, P. (2002). Reading in a Second Language. Scaffolding Language Scaffolding Learning. Portsmouth, NH: Heinemann, pp.77-101.

  8. Make it relevant… • Get into department groups – large departments may split up into smaller groups, smaller departments may join with others • Identify the more complex writing requirements of your department • How could you scaffold students from conversational discussion to formal writing?

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