However, other English speakers learned French like sponges.

A myth I still hear far too often: that children learn a second language quickly, and absorb it almost “like sponges”. However, we really need to be careful with this generalization, which is misleading.

In reality, children may seem to absorb the second language, but there is a important distinction things to do between socio-pragmatic skills and cognitive-academic communication skills. In English-language literature they call these concepts:

1. Basic interpersonal communication skills (BICS)
2. Cognitive academic language proficiency (CALP)

Thus, basic conversational language skills versus the skills required for written language and academic success are very different. In informal conversation, a child acquiring their second language may appear to have advanced language skills, but this does not reflect their overall competence – cognitive-academic language is more abstract.

Therefore, here are the key points to remember to better understand these concepts:

1- Basic interpersonal communication skills (BICS)

• They develop in the first two years exposure to the second language;
• They are basic conversational language skills;
• It manifests itself as a social language integrated into the context and supported by
• Contextual clues (i.e., images, objects);
• Interpersonal cues (i.e., body language, facial expressions, intonation)

2- The cognitive-academic language profile (CALP- cognitive academic language proficiency)

• It develops within 7-10 years (yes yes! 7 to 10 years, and not in one or two years as some would believe!!);
• They are academic language skills;
• Reduced contextual language with these skills:
  • Not supported by context or interpersonal cues;
  • Is often abstract
  • Requires higher literacy skills (texts are often written beyond students' language skills).
  • To clarify these concepts further, here are some concrete examples that relate to the school context:

Socio-pragmatic language (BICS) examples:

• Comprehension: Follow the general classroom guidelines
• Speaking: Conversates easily about social situations with peers and teachers. Can speak English without an accent.
• Reading: can easily decode reading material, but may not understand what is being read.
• Writing: Can fill out school forms. Can find and copy answers to questions from textbooks.

Cognitive-academic language (CALP) examples:

• Comprehension: Can follow specific instructions for academic tasks.
• Speaking: Expresses reasons for opinions. Asks for clarification during academic tasks.
• Reading: Reads academic material with good comprehension.
• Writing: Can write an essay supporting a point of view.