Academic Vocabulary - Building Word Consciousness (CALP, BICS) and Instruction by Language Types

Oct 1, 2026

Uploaded by ahduag

Academic Vocabulary explains how vocabulary knowledge relates to academic achievement and reading comprehension, distinguishing academic language (CALP) from everyday social language (BICS). It describes WIDA’s categories of academic vocabulary across content areas—General, Specific, and Technical—and guides systematic, explicit instruction for English learners as proficiency grows. The material also outlines strategies to engage learners through multiple contexts and language domains and highlights the need to close the vocabulary gap for ELLs, enabling access to each content area during assessment periods.

LanguageEnglish

CategoryExam

FormatPDF

Pages2

Reading Time5 min

AccessFree to download

Academic vocabulary and achievement

CALP vs BICS

WIDA categories: General, Specific, Technical

Vocabulary instruction for ELLs

Systematic and explicit teaching

Word consciousness and concept understanding

Vocabulary access by content area

General language vocabulary

Specific language vocabulary

Technical language vocabulary

Academic Vocabulary Researchers such as Kinsela, 2003; Becks, 2002; Marzano, 2005; and Scarcella 2003, stress that vocabulary knowledge is strongly correlated to academic achievement. Academic language or vocabulary is essential to reading comprehension, learning, and applying concepts. This type of vocabulary used during instruction is known as Cognitive Academic Language Proficiency (CALP) . It differs from the language used in daily social interactions, known as Basic Interpersonal Communicative Skills (BICS) . The WIDA Consortium categorizes academic vocabulary from content areas into three categories – General, Specific and Technical language. ESOL teachers can use WIDA’s Performance Definitions to guide their planning for systematic and explicit vocabulary instruction. As the students progress towards attaining English language proficiency, their use of more complex vocabulary must also increase. Engaging English language learners with vocabulary across the curriculum in multiple contexts and language domains helps them build word consciousness (metalinguistic skills) as well as gain a deeper understanding of concepts. Closing the vocabulary gap for ELLs will level the playing field by providing them a strong foundation for the knowledge and skills needed in the 21st century. The list on the following page delineates the type of vocabulary needed to access each content area during the marking period. Specific Language Vocabulary words are listed by content because they are important to learning the vocabulary in context during the marking period, however, they may also be used in other content areas. | General Language Vocabulary
Words required for basic communication. They are often learned through context. | Specific Language Vocabulary
They are academic words that appear in high frequency across content areas and need to be taught explicitly. (Listed in orange. ) | Technical Language Vocabulary
Words limited to a specific content, low frequency, and best taught in a relevant context. (Listed in black. ) | | --- | --- | --- | | • Basic Interpersonal Communicative Skills (BICS)
• Highest frequency vocabulary
• General content vocabulary | • Appear frequently across content areas (e.g. , describe, synthesize, analyze, pattern, solution)
• Multiple-meaning words used in a variety of contexts and contents
• Provides an efficient way to express a known concept | • Low frequency words or phrases
• Limited to a specific content
• Best taught in context as needed | Click on link for professional development: 􀁸 What is Academic Language? Webcast [http://www.colorincolorado.org/webcasts/academiclanguage/](http://www.colorincolorado.org/webcasts/academiclanguage/) 􀁸 Articles on academic vocabulary building [http://www.scoe.org/docs/ah/AH_kinsella2.pdf](http://www.scoe.org/docs/ah/AH_kinsella2.pdf) [http://innovativocab.wikispaces.com/file/view/MarzVocabiGami.pdf](http://innovativocab.wikispaces.com/file/view/MarzVocabiGami.pdf) [http://www.aea267.k12.ia.us/literacy/files/Vocabulary/choosingwords/Which_Words_to_Teach.pdf](http://www.aea267.k12.ia.us/literacy/files/Vocabulary/choosingwords/Which_Words_to_Teach.pdf) 􀁸 Models and strategies for Vocabulary Awareness and Mastery-This model for vocabulary instruction promotes vocabulary building and comprehension (see Slides 19 and 20 when visiting link below) [http://www.montgomeryschoolsmd.org/departments/development/resources/ELLs/player.html](http://www.montgomeryschoolsmd.org/departments/development/resources/ELLs/player.html) [http://www.elltoolbox.com/vocabulary-activities.html](http://www.elltoolbox.com/vocabulary-activities.html) 􀁸 The Language of Mathematics: Indirect Comparison-Which line is longer? [https://mymcps-instruction.mcpsmd.org/sites/ic/_layouts/mcps.olc.home/resourceview.aspx?ResourceID=2690&ViewPage=1](https://mymcps-instruction.mcpsmd.org/sites/ic/_layouts/mcps.olc.home/resourceview.aspx?ResourceID=2690&V

FAQs

What is the difference between CALP and BICS in academic vocabulary instruction?

CALP refers to academic language used for reading comprehension and applying concepts during instruction, while BICS is the language used in daily social interactions. The document frames vocabulary instruction around this distinction.

How does WIDA categorize academic vocabulary across content areas?

WIDA categorizes academic vocabulary from content areas into three types: General, Specific, and Technical language. ESOL teachers can use WIDA’s Performance Definitions to plan systematic and explicit vocabulary instruction.

How can teachers help English learners build vocabulary across the curriculum?

Engaging learners with vocabulary across multiple contexts and language domains supports word consciousness (metalinguistic skills) and deeper understanding of concepts. Progressively increasing the complexity of vocabulary as proficiency grows is emphasized.

Oct 1, 2026

Uploaded by ahduag