[MUSIC] Hi, and welcome back to lesson planning with the ELL in mind. Today's lesson is going to introduce you to some important aspects of vocabulary, and selecting vocabulary to teach and focus on, specifically for your ELL students. We're going to begin the lesson with a concept that's called BICS & CALP. The idea of BICS and CALP was developed by Jim Cummins, and helps us understand why students often seem to be proficient in English during more social conversations. Maybe on the playground or in the hallway, but still seem to struggle with vocabulary in class and vocabulary they might need for producing assignments. BICS stands for Basic Interpersonal Communication Skills. This is really a set of vocabulary and communication skills that students need for survival and for social and conversational situations. Students who have acquired BICS who have these skills seem proficient in greetings. They can engage in small talk really well. And they have the basic structure developed. They understand many idioms, and they know the responses that are expected of them, they seem quite proficient in social interactions. Students acquire BICS during the first one to three years of exposure to English, and its development often follows the silent period that we mentioned in lesson one. When we think about a classroom application of BICS, we really are looking at a student who is capable of matching words to pictures, following simple directions, making simple requests, and talking and interacting with classmates both in a social and somewhat academic way. As a student continues through BICS and gets to the end of the acquisition period, they start to move into what we call CALP. CALP is the Cognitive Academic Language Proficiency set of skills. These are the skills that a student might need to complete academic tasks successfully. We can think of this more as the language needed on the higher end of Bloom's taxonomy such as drawing conclusions or justifying an argument. Students acquire CALP in the 5th to 7th year of education in English, but it's full development can often take longer especially if a student has no formal education in their native language. Classroom application of CALP focuses on more cognitively demanding tasks. The students will probably need some sort of CALP to understand, digest, and do something with textbook language, and any application of new information. So it's important to remember that as the student continues to spend time in the education system, they will continue to become more proficient in CALP, although it does take time. You can think of BICS and CALP as an iceberg and we can see this demonstration here where BICS is at the top of the iceberg. This is the language we can easily observe in hallway interactions, on the playground, and as the student is working in groups. CALP is really that under the surface language, that underlying academic language that's more abstract and specialized. So we want to focus our instruction on developing BICS especially if a student is new to the language and continue develop CALP as the student makes his or her way through education system. By understand BICS and CALP we can really tailor our lessons to better meet the needs of our students and make sure they are supported In a way that fits the skill set they have and through that obtain access to your content.