The term “language proficiency” which is also referred to as “linguistic proficiency”, Defines an individual’s ability to speak as well as perform well in a language. An individual is often considered as being proficient in a given language when he/she demonstrates both fluency and accuracy in the language. The Social Language Proficiency refers to the language that is required for the daily social interactions. The knowledge and skills in a language that one acquires assists the person to interact socially with the others.

The Academic Language Proficiency on the other hand refers to the language that is vital in critical thinking, understanding, and learning of new concepts (Schmoker, M. 2006). In addition, this form of language proficiency encourages the processing of complex academic material, interaction, and communication within the academic settings. The Social and Academic Language Proficiency are two skills that are learnt through an acquisition process. In this paper, the process through which the two skills are acquired will be discussed.The paper will also mention how the teachers can differentiate the assessment and instruction by levels of English Language Proficiency.

Discussion Similarities between Social and Academic Language Proficiency The success of learning a language requires proficiency in both the social and academic language skills. These two can be acquired through classroom instruction, where the language is effectively taught. The main aim of classroom instruction is to impart knowledge on students about a language. The students are often guided by the teachers or the instructors to learn the basics of a language, as well as the complex parts of the language.Through classroom instruction, the students are able to develop new capacity, understanding, and skills In addition, the learning promotes the attaining of goals of language learning, and acts as great motivation for the learners. The language used for daily social interactions is taught to the students, where they learn the basics.

Learning can also go beyond this, when learners are able to think critically and understand a language properly. Classroom instruction can therefore be used in the acquisition processes of both the Social and Academic Language Proficiency (Schmoker, M. 006).Another similarity in the acquisition processes of the two skills is that, the learners are often given opportunities to learn and at the same time demonstrate what they have learned through writing, listening, speaking, and reading. This is done based on the level of language proficiency. Apart from this, the learners are encouraged in the two processes to increase the language complexity gradually.

The acquisition processes in the two skills are also similar in that, the problems that are encountered during learning are reviewed and solved during the learning process.Strategies that increase the success of the learning process are adopted and implemented. Differences between Social and Academic Language Proficiency The Social Language Proficiency involves learning of a language so as to enable an individual to interact socially. This means that, the acquisition process becomes successful when a learner acquires the knowledge and skills that allow them interact daily with the others. The language does not need to be complex for the learner to attain the goals of the learning process.As long as the learner is able to interact with the others comfortably, the learning process can be said to achieve its objectives.

With the basics, an individual can be able to speak, write, and listen to a language in a social set up. For instance, the Social Language Proficiency has also been referred to as the basic interpersonal communication skills (BICS). The Academic Language Proficiency acquisition process differs with the Social one based on this. This is because, the Academic Language Proficiency is seen as cognitive.This makes the learning to involve a more complex language as compared to the one in Social Language Proficiency. The acquisition process adopts strategies that go beyond the basics of a language.

The learner gains skills and knowledge that allow critical thinking and learning of new concepts. Furthermore, a learner acquires great ability to take in more complex academic material, unlike in Social Language Proficiency. How Teachers can differentiate Instruction and assessment by levels of English Language Proficiency The levels of English Language proficiency are used to reflect the progression of a language in a learner’s development.Examples of proficiency levels in English include;Advanced,High Intermediate, Low Intermediate, Low Intermediate, High beginning, and Low beginning.

The teachers need to differentiate instruction by determining the needs of the learners through an English Learner Profile. After determining the different learners’ experiences and knowledge, teachers can then design or modify the learning process based on the learners needs. The learners’ needs differ with the level of proficiency. Designing lessons based on the proficiency levels, and taking the learners through a sequence of tasks is important.The tasks include; learner preparation, text interaction, and learning extension (Tomlinson, C.

A. , & McTighe, J. 2006). For instance, a T-Chart can assist a teacher to get a clear understanding of differentiated instruction for learners. Teachers can use assessment to understand the learners’ weaknesses and strengths.

This is vital in understanding how proficient a learner is in the English language. The learners various needs based on the proficiency levels are identified through assessment, and a road map can then be created by the students and the teachers based on the assessed needs (Walqui, A. 000).Conclusion In any society, language is very important since it facilitates communication between two or more people.

A language can be native or can be learned through formal education. For one to be proficient in a given language there is need for one to have great skills and knowledge about the language. Both differentiated assessments, as well as instruction are very important in learning. They provide support to the teachers so that they are able to review, and then tailor learning has on the individual students needs.