ESL Supplemental Flashcards
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Additive Bilingualism
An environment in which the addition of a second language and culture does not replace the first language and culture.
Acculturation
One cultural group takes on and incorporates one or more cultural traits of another group resulting in a new of blended cultural pattern.
Appropriate Assessment
Discussions of “good practice” in the appropriate design and use of assessment of student learning generally touch upon 1. The need for multiple measures aligned with curriculum content and instruction; 2. Focus on monitoring student growth over time; and 3. Opportunity for students to demonstrate their knowledge in varied ways.
ELL- the assessment of core content learning must meet the additional challenges of linguistic and cultural validity: Do the test results accurately reflect a students knowledge of the content matter? Or do they reflect the students limited proficiency with the language and context of the test items? In the latter situation, the assessment is not testing what it was designed to test and the resulting student scores are not valid reflection of their content knowledge. An assessment in the primary language or language of instruction can be used to enable limited English proficient students to express their academic content knowledge.
Assimilation
An individual or group completely take on traits of another culture, leaving behind the original cultural identity.
Audiolingual Approach
A behavioristic approach to language learning with stems from the belief that the ability to make a sound or use correct grammar is an automatic, unconscious act. Learning language becomes memorizing and repeating dialogues, structures, and sounds; the focus is always on correctness. The aim is for the learner to gain an automatic, accurate control of basic sentence structures, sounds and vocabulary.
Basic Interpersonal Communication Skills
The language ability required for face-to-face communication where linguistic interactions are embedded in a situational context. i.e. children acquire BICS from their friends, the media, and day-to-day experiences. BICS are generally more easily acquired than Cognitive Academic Language Proficiency (CALP).
Bilingualism
Hard to define since individuals with varying bilingual characteristics may be classified as bilingual. One approach is to recognize various categories of bilingualism such as language ability and bilingual usage. In addition, determination of bilingual proficiency should include consideration of the four language dimensions.
Language Ability
Individuals who rare fluent in two languages by rarely uses both.
Bilingual Usage
Individuals who may be less fluent but who use both languages regularly.
Four Language Dimensions
Listening, speaking, reading, and writing.
Bilingual Education
Generally understood to be an instructional program for language minority students that uses the students’ native language(s), bilingual education in practice takes on many different forms. An important distinction is between those programs which use and promote two languages and those where bilingual children are present, but bilingualism is not forced in the curriculum.
Cognitive Skills
Reading, writing, thinking
Cognitive Academic Language Proficiency (CALP)
This is the language of school. The language ability required for academic achievement in context-reduced environment. i.e. classroom lectures and textbook reading assignments.
Communicative-based English as a Second Language
a.k.a Functional Approach
This approach is based on the theory that language is acquired through exposure to meaningful and comprehensible messages, rather than learned through the formal study of grammar and vocabulary.
Concurrent Translation
A bilingual teaching approach in which the teach uses two languages interchangeable during instruction. When not carefully planned, the approach may lead to pedagogically random code-switching which may not meet instructional objective. Also, students often learn to tune out the language they do not understand and wait for the instruction in the language they do understand.
Content-based English as a Second Language
This approach uses instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, cognitive, and study skills. English is used as the medium of instruction.
Continuous Text
A continuous unit if visual language contest from which the reader extracts meaning, i.e. a short story or little book.
Discourse
Conversation
Dominant Language
The language which the speaker has the greater proficiency and/or uses more often.
Dual Language Program
a.k.a two-way or developmental
These bilingual programs allow students to develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half native English speakers and half native speakers of the other language.
Early-exit Bilingual Education
a.k.a. Transitional bilingual education
An instructional program in which subjects are taught in two languages. English is taught as a second language. English language skills, grade promotion and graduation requirements are emphasized. The primary purpose of these programs is to facilitate the LEP student’s transition to an all-English instructional environment while receiving academic subject instruction in the native language to the extent necessary. *programs vary in the amount of native language instruction provided and the duration of the program.
English as a Foreign Language (EFL)
English as a foreign language refers to situations where English is taught to persons living in countries where English is not the medium of instruction in the schools, where English is taught as subject, and where exposure to English is typically limited to the classroom setting.
English Language Arts (ELA)
Listening, speaking, reading, writing, spelling, grammar, handwriting
English Language Learners (ELL)
English Language Learners are students whose first language is not English and who are in the process of learning English. Unlike other terminology, such as limited-English proficient, ELL highlights what these students are accomplishing rather than focusing on their temporary deficits.
English as a Second Language (ESL)
An educational approach in which limited English proficient students are instructed in the use of the English language. Their instruction is based in a special curriculum that typically involves little or no use of the native language and is usually taught during specific school periods. For the rest of the school day, students may be placed in mainstream classrooms and immersion programs.
English for Speaker of Other Languages (ESOL)
In Texas, high school English is taught to immigrant or on English speakers during the TEKS defined English I, II, III, or even I’VE, to groups of non English proficient students using the grouping ESOL.
English for Specific Purposes (ESP)
Refers to situation where technical English is taught for use in the professions, science or for vocational needs.
English Only
An umbrella term that is uses to refer to differ federal and state legislative initiatives and various national, state, and local organizations all of which involve the effort to make English the official language of the United States. The initiatives and organizations vary in the degree to which they promote the suppression of non-English languages. The official English movement is spearheaded by two national organizations: U.S. English and English first.
English Plus
A movement based on the belief that all U.S. residents should have the opportunity to be do e proficient I. English plus one or more other languages.
Expressive Skills
Speaking and writing
Fluent English Proficient (FEP)
A testing designation which indicates that the student has a command of English which enables him/her to function in an all English classroom.
Grammar-Translation Approach
The historically dominant method of second language acquisition in school. Students were expected to memorize vocabulary and verb declensions, learn rules of grammar and their exceptions, take dictation, and translate written passages. The emphasis was on literacy development rather than the acquisition of oral skills.
