Yes, completely normal. In language education, everyday conversational language and academic language are seen as different skills; even if one is fluent, the other requires separate development and time. A child comfortable with everyday language may struggle with abstract, conceptual academic language; this isn't a contradiction but a known developmental pattern.
Detailed Explanation
This observation is very common and actually points to a well-known distinction in linguistics: everyday conversational language and academic language are two different faces of the same language and develop at different speeds. So this difference isn't an inconsistency but an expected situation.
Two different language skills: BICS and CALP
Linguist Jim Cummins defines two types of proficiency in second-language learning: "basic interpersonal communicative skills" (BICS) used in everyday, face-to-face communication, and the abstract, conceptual "cognitive academic language proficiency" (CALP) needed in school/academic contexts. As resources like Colorín Colorado explain, everyday conversational fluency is usually acquired faster, while academic language proficiency takes much longer. So a child may chat comfortably with a friend but struggle to understand an academic text or explain a conceptual topic.
The reverse is possible too
The reverse also occurs: especially when school English is grammar- and reading-heavy, some children are good at academic tasks (tests, reading) but struggle with everyday conversation. In both cases the solution is the same: balanced, targeted support for the lacking skill. One skill feeds the other over time; but each requires its own practice.
To support the balance
- Identify which area the child is strong in and which needs support.
- For academic language: add conceptual reading, vocabulary depth, and explanation practice.
- For everyday language: create plenty of speaking, interaction, and real-communication opportunities.
- Know that academic language takes longer; be patient and consistent.
- Share the child's balance between these two skills with the teacher.
Points to keep in mind
Looking at the child's everyday fluency and thinking "their English is great, no academic support needed" can be misleading; academic language requires separate development. Likewise, looking at academic success and neglecting everyday conversation leaves one-sided development. What's healthy is a balanced approach that attends to both skills.
Expert Note — Andrea Massari Rosario
I always explain this difference to parents like this: a child's English on the playground and their English in the classroom are not the same thing. One comes quickly, the other takes patience. So when you say "they speak but struggle in writing," I'm not worried; that's the natural order of language development. When we feed both separately, balance is built.
Related Terms
- BICS (basic communicative skills): The fluent language used in everyday, face-to-face communication.
- CALP (academic language proficiency): The abstract, conceptual language needed in school and academic contexts.
- Vocabulary depth: Knowing not just a word's meaning but its different uses.