Basic interpersonal communicative skills

In today's world, Basic interpersonal communicative skills is a highly relevant topic that deserves to be analyzed from different perspectives. With the constant advancement of society and changes in people's way of life, it is essential to understand the importance and impact that Basic interpersonal communicative skills has on our daily lives. Throughout history, Basic interpersonal communicative skills has been the subject of debate and discussion, motivating researchers, experts and professionals to deepen its study to understand its implications in different aspects of life. For this reason, this article will address Basic interpersonal communicative skills in detail, analyzing its causes, effects and possible solutions, with the aim of providing readers with a comprehensive vision of this topic that is so relevant today.

Basic interpersonal communicative skills (BICS) are language skills needed to interact in social situations, for example, when chatting to a friend.

BICS refers primarily to context-bound, face-to-face communication, like the language first learned by toddlers and preschoolers, which is used in everyday social interaction. [citation needed]

This term is often credited to Jim Cummins' research related to language acquisition and learning. The other term that is often used in conjunction with this term is cognitive academic language proficiency (CALP). CALP refers to the highly abstract, decontextualized communication that takes place in the classroom, especially in the later elementary grades. CALP involves the "language of learning," which enables children to problem-solve, hypothesize, imagine, reason and project into situations with which they have no personal experience. It is a prerequisite for learning to read and write and for overall academic success. The implications of the BICS and CALP concepts for children are that the second language or language of the classroom needs to be sufficiently well-developed for her or him to be able to meet the cognitive demands of the academic setting. Students typically are thought to acquire BICS in 2–3 years, but take 5–7 years to develop the CALP needed to be on the same level with their native speaking counterparts in the classroom.

Although the terms BICS and CALP are still widely used, Cummins has more recently[when?] used the terms conversational language and "academic language."


  1. ^ Cummins, James (1979). "Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters". Working Papers on Bilingualism. 19: 121–129. Retrieved 20 April 2017.
  2. ^ "One Language or Two? Home Language or Not? Some Answers to Questions about Bilingualism in Language-Delayed Children". The Hanen Centre. Archived from the original on 30 May 2009.
  3. ^ Echevarria, Jana. (2007). Sheltered Content Instruction: Teaching English Language Learners with Diverse Abilities. Special Edition, p. 10