244
intelligence as a factor in language learning will probably continue
to be a source of debate. The real issue is not which is the cause
and which the effect, but how can the school facilitate the limited
English proficient child's academic progress and mastery of English?
Fluency in the first language appears to be an advantage for those
who are learning English?
Oiler (1978) believes that the acquisition of language proficiency
is more fundamental to the acquisition and storage of knowledge than
most linguists, psychologists, and educators realize. He states that
whatever is measured in achievement tests is also measured by tests of
language proficiency. Bachman and Palmer (1982) conclude that in
cluding both general and specific factors (of communicative competence)
providesthe best explanations for language test data. Social, pragmatic,
and grammar skills are all important factors in communicative proficiency
(Bachman & Palmer, 1982).
The conceptualization of communicative proficiency as presented
by Bachman and Palmer (1982) does not consider Cummins' (1980) con
structs of Basic Interpersonal Communicative Skills (BICS) and Cognitive
Academic Language Proficiency (CALP). Social exchanges which occur
within culturally embedded environments of everyday life require
different linguistic skills from those used in culturally disembedded
language. Literacy is a type of language proficiency which relies on
culturally disembedded language.
The language measures employed in the research under discussion
appeared to load more heavily on the CALP skills than Cummins may have
envisioned. The language measures used indicate that although male and