What does Basic Interpersonal Communication Skills (BICS) vocabulary describe?

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Multiple Choice

What does Basic Interpersonal Communication Skills (BICS) vocabulary describe?

Explanation:
BICS vocabulary describes everyday social language used in informal settings. It covers the kinds of words and phrases people use in casual conversations—greetings, small talk, asking for help, describing daily routines, expressing opinions, and other language that relies on shared experiences and social cues. This language tends to develop quickly because it’s learned through daily interactions in context-rich situations. In contrast, academic language—the vocabulary and discourse used in classrooms and textbooks—requires more formal, abstract, and specialized language often called CALP. Technical jargon is even more specialized for particular fields, and formal written prose reflects a more formal or literary style. These registers aren’t what BICS targets, which is why BICS is the everyday, oral language that learners pick up from social interaction, separate from the academic language needed for school success.

BICS vocabulary describes everyday social language used in informal settings. It covers the kinds of words and phrases people use in casual conversations—greetings, small talk, asking for help, describing daily routines, expressing opinions, and other language that relies on shared experiences and social cues. This language tends to develop quickly because it’s learned through daily interactions in context-rich situations.

In contrast, academic language—the vocabulary and discourse used in classrooms and textbooks—requires more formal, abstract, and specialized language often called CALP. Technical jargon is even more specialized for particular fields, and formal written prose reflects a more formal or literary style. These registers aren’t what BICS targets, which is why BICS is the everyday, oral language that learners pick up from social interaction, separate from the academic language needed for school success.

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