BEA Academic Language Development 1 — Questions and Answers
Question 1: Jim Cummins' distinction between BICS and CALP refers to which two types of language proficiency?
- Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency (Correct answer)
- Bilingual Instruction Communication Standards and Classroom Academic Language Procedures
- Basic Integrated Communication Skills and Conceptual Academic Language Proficiency
- Behavioral Interpersonal Competence Skills and Content Academic Language Performance
Correct answer: Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency
Cummins distinguished BICS (social, conversational language developed in 1-2 years) from CALP (academic language needed for school success, taking 5-7+ years).
Question 2: According to Cummins' framework, CALP in a second language typically takes how long to develop to near-native levels?
- 5 to 7 years or more (Correct answer)
- 1 to 2 years
- 3 to 4 years
- 8 to 10 years
Correct answer: 5 to 7 years or more
Research supports that ELs need 5-7+ years to develop academic language proficiency comparable to native English-speaking peers.
Question 3: Which of the following is the best example of academic language (CALP) rather than social language (BICS)?
- 'The author's use of foreshadowing creates dramatic tension in the narrative.' (Correct answer)
- 'Can I go to the bathroom?'
- 'What time does lunch start?'
- 'I like science class.'
Correct answer: 'The author's use of foreshadowing creates dramatic tension in the narrative.'
Academic language involves discipline-specific vocabulary, complex syntax, and abstract concepts—as demonstrated in literary analysis.
Question 4: Sheltered Instruction (SI) primarily supports ELs by:
- Making grade-level academic content comprehensible while developing English language skills simultaneously (Correct answer)
- Separating ELs from mainstream classes until they reach intermediate English proficiency
- Providing all instruction in the student's native language with gradual English introduction
- Reducing the complexity of academic content to match the student's current English level
Correct answer: Making grade-level academic content comprehensible while developing English language skills simultaneously
Sheltered instruction makes grade-level content accessible through visual supports, scaffolds, and language objectives without simplifying the academic rigor.
Question 5: The Sheltered Instruction Observation Protocol (SIOP) model requires teachers to post and address both content objectives and:
- Language objectives (Correct answer)
- Cultural objectives
- Standards-based objectives
- Assessment objectives
Correct answer: Language objectives
SIOP's defining feature is the explicit inclusion of language objectives alongside content objectives so ELs know what language forms they are expected to learn and use.
Question 6: Tier 2 academic vocabulary, as defined by Beck, McKeown, and Kucan, consists of words that are:
- High-frequency words that appear across multiple academic disciplines (Correct answer)
- Highly technical terms specific to a single subject area
- Basic everyday words used in conversational English
- Low-frequency literary terms found only in classic texts
Correct answer: High-frequency words that appear across multiple academic disciplines
Tier 2 words (e.g., 'analyze,' 'significant,' 'summarize') cross content areas and are critical for academic success across disciplines.
BEA Academic Language Development 1
Jim Cummins' distinction between BICS and CALP refers to which two types of language proficiency?