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Researchers note strong correlations between vocabulary knowledge and academic achievement, distinguishing Cognitive Academic Language Proficiency (CALP) from Basic Interpersonal Communicative Skills (BICS). The WIDA Consortium frames academic vocabulary by content areas into General, Specific, and Technical language, and ESOL teachers can use Performance Definitions to plan systematic instruction. Materials outline how to engage ELLs across curricula, build metalinguistic word consciousness, and close vocabulary gaps.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/academic-vocabulary-wida-performance-definitions-and-vocabulary-instruction/410599/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/academic-vocabulary-wida-performance-definitions-and-vocabulary-instruction/410599.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the difference between CALP and BICS?","Question",{"text":112,"@type":113},"CALP refers to academic language used during instruction, while BICS refers to everyday social interaction language. They support different communication demands in learning contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does WIDA categorize academic vocabulary?",{"text":117,"@type":113},"WIDA categorizes academic vocabulary from content areas into three groups: General, Specific, and Technical language. Each group informs how vocabulary should be taught and reinforced.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is explicit vocabulary instruction important for ELLs?",{"text":121,"@type":113},"Engaging ELLs with vocabulary across curricula in multiple contexts helps them develop word consciousness and deeper concept understanding. Systematic instruction helps close vocabulary gaps and supports access to 21st-century knowledge and skills.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},410599,1790696002,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Academic Vocabulary  \nResearchers 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.  \nEngaging 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.  \nThe 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.  \n\n| General Language Vocabulary\u003Cbr>Words required for basic communication. They are often learned through context. | Specific Language Vocabulary\u003Cbr>They are academic words that appear in high frequency across content areas and need to be taught explicitly. (Listed in orange. ) | Technical Language Vocabulary\u003Cbr>Words limited to a specific content, low frequency, and best taught in a relevant context. (Listed in black. ) |\n| --- | --- | --- |\n| • Basic Interpersonal Communicative Skills (BICS)\u003Cbr>• Highest frequency vocabulary\u003Cbr>• General content vocabulary | • Appear frequently across content areas (e.g. , describe, synthesize, analyze, pattern, solution)\u003Cbr>• Multiple-meaning words used in a variety of contexts and contents\u003Cbr>• Provides an efficient way to express a known concept | • Low frequency words or phrases\u003Cbr>• Limited to a specific content\u003Cbr>• Best taught in context as needed |\n\nClick on link for professional development:  \n􀁸 What is Academic Language? Webcast  \n[http://www.colorincolorado.org/webcasts/academiclanguage/](http://www.colorincolorado.org/webcasts/academiclanguage/)  \n􀁸 Articles on academic vocabulary building  \n[http://www.scoe.org/docs/ah/AH_kinsella2.pdf](http://www.scoe.org/docs/ah/AH_kinsella2.pdf)  \n[http://innovativocab.wikispaces.com/file/view/MarzVocabiGami.pdf](http://innovativocab.wikispaces.com/file/view/MarzVocabiGami.pdf)  \n[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)  \n􀁸 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)  \n[http://www.montgomeryschoolsmd.org/departments/development/resources/ELLs/player.html](http://www.montgomeryschoolsmd.org/departments/development/resources/ELLs/player.html)  \n[http://www.elltoolbox.com/vocabulary-activities.html](http://www.elltoolbox.com/vocabulary-activities.html)  \n􀁸 The Language of Mathematics: Indirect Comparison-Which line is longer?  \n[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","cbCaionW5iT1PimC","https://ap.wps.com/l/cbCaionW5iT1PimC","pdf",207711,"English","# Academic language and vocabulary concepts\n## CALP vs BICS\n## WIDA categories and ESOL planning\n# Vocabulary instruction across the curriculum\n## Word consciousness and vocabulary gap\n## Marking-period vocabulary by content area\n# Vocabulary types and examples","[{\"question\":\"What is the difference between CALP and BICS?\",\"answer\":\"CALP refers to academic language used during instruction, while BICS refers to everyday social interaction language. They support different communication demands in learning contexts.\"},{\"question\":\"How does WIDA categorize academic vocabulary?\",\"answer\":\"WIDA categorizes academic vocabulary from content areas into three groups: General, Specific, and Technical language. Each group informs how vocabulary should be taught and reinforced.\"},{\"question\":\"Why is explicit vocabulary instruction important for ELLs?\",\"answer\":\"Engaging ELLs with vocabulary across curricula in multiple contexts helps them develop word consciousness and deeper concept understanding. Systematic instruction helps close vocabulary gaps and supports access to 21st-century knowledge and skills.\"}]","Academic Vocabulary - WIDA Performance Definitions and Vocabulary Instruction | PDF",1790585837]