CALP

(redirected from Cognitive Academic Language Proficiency)
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AcronymDefinition
CALPCognitive Academic Language Proficiency
CALPCertified Academic Language Practitioner (Academic Language Therapy Association)
CALPCristalleria Artistica La Piana (All the World, Crystalware)
CALPCertified Ambassador Loan Processor (National Association of Mortgage Processors)
CALPCalsenilin-Like Protein
CALPCentro de Astrofísica en la Palma (Canary Islands, Spain)
CALPWorkshop on Computer-Aided Language Processing
CALPCivilian Aircraft Landing Permit
References in periodicals archive ?
Japanese supplementary school, bilingual education, Japanese heritage learners, mathematics, cognitive academic language proficiency (CALP)
Basic interpersonal communication skills and cognitive academic language proficiency
Linguistically, the concept of proficiency can be divided into two types: basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP).
In contrast, the term cognitive academic language proficiency refers to academically related language competence (Baker, 2011).
The distinction between basic interpersonal communication skills and cognitive academic language proficiency is useful when language teachers produce objectives related to language proficiency, especially in contexts where an additional language is taught through content-based bilingual education.
Given the range of students' Japanese language ability, teachers cannot assume that they can teach the content through the medium of Japanese without considering how to support their Japanese language development and specifically their cognitive academic language proficiency.
The latter seems to be closely associated with the challenges of developing cognitive academic language proficiency.
Second, since they were no longer exposed to first-language academic environments they were unable to further develop the L1 conceptual knowledge necessary to facilitate their L2 cognitive academic language proficiency (i.
First, a distinction must be made between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP).
These elements include: individualism and collectivism; basic interpersonal communication skills (or BICS) and cognitive academic language proficiency (or CALPS); negation usage; fat and muscle words; and cooperative transactions.
cognitive academic language proficiency skills or CALPS), negations and cooperative transactions are potential elements for miscommunication.
In the second-language acquisition literature, Cummins' (1981) framework for the development of basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) is widely recognized and at a macro level provides a useful conceptual model for our work here.
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