An increased awareness of and reference to BICS and CALP in the classroom are fundamental to both oral and written production in MFL and content lessons. Twenty first century students are increasingly familiar with the global use of BICS English as a Lingua Franca (ELF), spread through the use of communication technology, popular culture and multinational meetings but may not be aware of the need for CALP understanding and production in the academic environment. Firstly, we will make distinctions between accuracy and fluency tasks in the MFL classroom and the need for pupils and teachers to recognise the differences in the process and product of different task types in terms of focused correction and language appropriacy. I will offer ways we can improve CALP production in writing in L2 MFL and subject lessons.
Learning outcomes: Teachers should go away with an increased awareness of: 1 the need to indicate the purpose of the task for pupils in terms of BICS and CALP production and correction. 2 to highlight language appropriacy in both MFL and subject lessons 3 strategies for focussed correction
