A thorough understanding of the differences between BICS and CALP is indispensable. One fundamental aspect of the two is the difference in the rate of acquisition. Understanding this helps educators and other related stakeholders to ensure bilingual students who are gifted in the academic language are given the opportunity to develop both CALP and BICS in a way that does not disadvantage them. Closely related to this, assessment is a critical aspect of education. Understanding the distinction between the two helps in coming up with a standard test that can be used to study students' capabilities. Cummins (1999), for instance, asserts that the inability to take note of the differences in data collected about BICS and CALP could lead to inappropriate psychological testing of bilingual students. The implication is possibly academic failure by the bilingual students.
The distinction Between BICS and CALP helps the necessary stakeholders to put in place infrastructure that fosters language proficiency. Cummins (1999) states that BICS and CALP have developmental patterns that differ. Besides, the author says that with BICS a plateau of learning is reached, but with CALP, skill acquisition continues throughout schooling. The appropriate infrastructure can only be put in place if this particular distinction is well understood. If not, resources are likely to be directed to learning courses that do not influence students' positive outcomes, especially in the acquisition of language skills. Furthermore, the distinction, when well-understood influences the formulation of learning policies as well as guidelines that positively influence learning.
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In comparison to BICS, CALP takes longer to develop. While BICS can take from as few as six months, CALP could take a minimum of 5 years to develop. Besides, according to Cummins (1999), the development of CALP happens throughout schooling; hence, it can be viewed as a continuous process.
Reference
Cummins, J. (1999). BICS and CALP: Clarifying the Distinction.
