❝If you Talk to a Man in a Language he Understands, that goes to his Head.
If you Talk to him in his Own Language, that goes to his Heart.❞
Many ELL students have not achieved the level of English proficiency necessary for academic success.
However, many educators are often mislead by ELL students' ability to converse in English, leading them to believe these students are proficient in English and have the ability of understanding academic concepts in the classroom.
There are two types of language proficiencies which discount this misinformed belief: Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP).
If you Talk to him in his Own Language, that goes to his Heart.❞
Many ELL students have not achieved the level of English proficiency necessary for academic success.
However, many educators are often mislead by ELL students' ability to converse in English, leading them to believe these students are proficient in English and have the ability of understanding academic concepts in the classroom.
There are two types of language proficiencies which discount this misinformed belief: Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP).
BICS
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CALP
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CALP Levels and Relationship to Demands of Instruction
Adapted from the Woodcock-Muñoz Language Survey-Revised (2005)
Level 6-Very Advanced/Muy avanzado CALP
When compared with others of the same age or grade, an individual at level 6 demonstrates very
advanced cognitive-academic language proficiency. If provided with instruction at the subject’s
chronological age or corresponding grade level, it is expected that a student at level 6 will find
the language demands of the learning task extremely easy.
Level 5-Advanced/Avanzado CALP
When compared with others of the same age or grade, an individual at level 5 demonstrates
advanced cognitive-academic language proficiency. If provided with instruction at the subject’s
Special Education Assessment Process for Culturally and Linguistically Diverse Students
Guidelines and Resources for the Oregon Department of Education - 2007 Revisions Appendix D, Page 6
chronological age or corresponding grade level, it is expected that a student at level 5 will find
the language demands of the learning task very easy.
Level 4-Fluent/Fluido CALP
When compared with others of the same age or grade, an individual at level 4 demonstrates
fluent cognitive-academic language proficiency. If provided with instruction at the subject’s
chronological age or corresponding grade level, it is expected that a student at level 4 will find
the language demands of the learning task manageable.
Level 3-Limited/Limitado CALP
When compared with others of the same age or grade, an individual at level 3 demonstrates
limited cognitive-academic language proficiency. If provided with instruction at the subject’s
chronological age or corresponding grade level, it is expected that a student at level 3 will find
the language demands of the learning task very difficult.
Level 2-Very Limited/Muy limitado CALP
When compared with others of the same age or grade, an individual at level 2 demonstrates very
limited cognitive-academic language proficiency. If provided with instruction at the subject’s
chronological age or corresponding grade level, it is expected that a student at level 2 will find
the language demands of the learning task extremely difficult.
Level 1-Negligible/Ímperceptible CALP
When compared with others of the same age or grade, an individual at level 1 demonstrates very
negligible cognitive-academic language proficiency. If provided with instruction at the subject’s
chronological age or corresponding grade level, it is expected that a student at level 1 will find
the language demands of the learning task impossible to manage.