A Culpable CALP: Rethinking the Conversational/Academic Language Proficiency Distinction in Early Literacy Instruction

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Abstract
For second‐language learners, “academic” language and “social” language are inextricably interwoven. Using examples from several primary classrooms, the author critiques current conceptualizations of second‐language learning that distinguish between basic interpersonal communication skills and cognitive academic language proficiency (CALP). She argues that what counts as CALP is arbitrarily defined and varies widely, depending on culture and context, and points out that it is both inaccurate and pedagogically counterproductive to think of any classroom language as truly decontextualized. To understand how second‐language learners engage with reading and writing in school, teachers should hold children's understanding of the context in a central place in literacy teaching and learning.

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