La padronanza linguistica cognitivo-accademica (CALP) nell’ambito della comunicazione accademica in lingua straniera.

COGNITIVE ACADEMIC LANGUAGE PROFICIENCY (CALP) IN ACADEMIC COMMUNICATION IN A FOREIGN LANGUAGE Summary Dr Danijela Đorović Univerzitet u Beogradu, Filozofski fakultet Katarina Zavišin Treća beogradska gimnazija, Univerzitet u Beogradu, Filološki fakultet Educational and linguistic theorists (Cummins, 1999) stress the difference between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP). Whereas foreign language students may become quite proficient in the grammar, vocabulary and sentence structure of a foreign language, they may lack the necessary cognitive academic language proficiency to learn the subject matter in science courses. CALP refers to formal academic learning, where the language becomes more cognitively demanding. The aim of this paper is to outline a possible approach for enhancing academic language acquisition both in bilingual and in LSP students who need not only to acquire the knowledge of content area vocabulary, but also to develop cognitive skills such as classifying, comparing, synthesizing, evaluating, and inferring. Teaching foreign language becomes closely connected with teaching subject matter, the scope of which is to develop in students efficient communication skills necessary not only in everyday social interactions but in their future academic and professional carriers. This goal cannot be achieved without acquiring a considerable level of CALP.