Navigating basic interpersonal communication skills and cognitive academic language proficiency: A case study of linguistic practice in a South African ESL public management class

The complexity of language proficiency affects how English second language students engage with content modules and assessments. Lecturers use a level of proficiency aligned with quality assurance and assessment standards, even if students are not fluent in it. Cummins’s theory of basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) explains the distinction, yet little research explores this. This qualitative study, framed by sociocultural theory, investigates how lecturers alternate between BICS and CALP in teaching and how this affects assessment. It argues that inconsistent mediation between conversational and academic language hinders students’ academic literacy development. A case study of a second- year Public Management module draws on lecture observations and document analysis to examine the lecturer’s language use in both instruction and assessment. Findings emphasise the need for pedagogical strategies that balance BICS and CALP to support academic progress for second language learners.