Terminology Vocabulary
1. Comprehensible input: Comprehensible input means that students should be able to understand the essence of what is being said or presented to them. This means speaking appropriately to accommodate students’ proficiency level. This does not mean that the teacher should only use words that the student can understand. In fact, students learn a new language best when they receive input that is just a bit more difficult than they can easily understand. In other words, students may understand most, but not all, words the teacher is using.
2. Language learning versus Language acquisition: Children acquire language through a subconscious process during which they are unaware of grammatical rules. This is similar to the way they acquire their first language. In order to acquire language, the learner needs a source of natural communication in order to get plenty of “on the job” practice. Language learning is not communicative and results from direct instruction of the language rules. In language learning, students have conscious knowledge of the new language and language rules. However, research has shown that knowing the language rules does not necessarily mean a person can speak the language or write correctly.
3. Affective Filter: The affective filter is a screen of emotion that can block language acquisition or learning. It is like an imaginary wall that is placed between the learner and the language input. If the affective filter is high, the learner blocks out the input. Affective filters are high when anxiety is high, self-esteem is low, motivation is low or if the learner is embarrassed to speak.
4. Basic Interpersonal Communication Skills (BICS): Basic Interpersonal Communication Skills (BICS) are those that are cognitively-undemanding and include known ideas, vocabulary and syntax. They are the aspects of communication that are used daily in routine social interactions. For example, dressing, eating, bathing, playing, talking on the phone, etc.). When students begin to acquire a second language, they are typically able to develop BICS within 2-3 years.
5. Cognitive/Academic Language Proficiency (CALP): CALP refers to the highly abstract, decontextualized communication that takes place in the classroom, especially in the later elementary grades. CALP involves the “language of learning”, which enables children to problem-solve, hypothesize, imagine, reason and project into situations with which they have no personal experience. It also enables students to have academic, analytical conversations and to independently acquire factual information. CALP is used to utilize information acquired to find relationships, make inferences, and draw conclusions. It is a prerequisite for learning to read and write and for overall academic success. When students acquire a second language it can take 5–7 years to develop the CALP needed to be on the same level with their native speaking counterparts in the classroom.
6. Biliteracy: Biliteracy is the state of being literate in two or more languages. This means a biliterate person has the ability to effectively communicate or understand written thoughts and ideas through the grammatical systems, vocabularies, and written symbols of two different languages. This is different from being bilingual. Bilingual is the state of being able to speak two or more languages. Biliteracy includes reading and writing multiple languages.
7. How long does it take to learn English? It takes 2-3 years to develop basic interpersonal communication skills (BICS) and 5-7 years to develop the CALP needed to be on the same level with their native speaking counterparts in the classroom.
8. Limited English Proficiency (LEP): Limited English Proficiency refers to the use or study of English by those who have different native languages. English Language Learners (ELL) are those with Limited English Proficiency.
9. English Language Learners (ELL): An English Language Learner is a person who is learning the English language in addition to their native language. ELLs includes students whose home language is not English and who has not yet acquired proficiency in English.
10. English as a foreign language (EFL): English as a foreign language is the use or study of the English language by non-native speakers in countries where English is generally is not the language spoken.
1. Comprehensible input: Comprehensible input means that students should be able to understand the essence of what is being said or presented to them. This means speaking appropriately to accommodate students’ proficiency level. This does not mean that the teacher should only use words that the student can understand. In fact, students learn a new language best when they receive input that is just a bit more difficult than they can easily understand. In other words, students may understand most, but not all, words the teacher is using.
2. Language learning versus Language acquisition: Children acquire language through a subconscious process during which they are unaware of grammatical rules. This is similar to the way they acquire their first language. In order to acquire language, the learner needs a source of natural communication in order to get plenty of “on the job” practice. Language learning is not communicative and results from direct instruction of the language rules. In language learning, students have conscious knowledge of the new language and language rules. However, research has shown that knowing the language rules does not necessarily mean a person can speak the language or write correctly.
3. Affective Filter: The affective filter is a screen of emotion that can block language acquisition or learning. It is like an imaginary wall that is placed between the learner and the language input. If the affective filter is high, the learner blocks out the input. Affective filters are high when anxiety is high, self-esteem is low, motivation is low or if the learner is embarrassed to speak.
4. Basic Interpersonal Communication Skills (BICS): Basic Interpersonal Communication Skills (BICS) are those that are cognitively-undemanding and include known ideas, vocabulary and syntax. They are the aspects of communication that are used daily in routine social interactions. For example, dressing, eating, bathing, playing, talking on the phone, etc.). When students begin to acquire a second language, they are typically able to develop BICS within 2-3 years.
5. Cognitive/Academic Language Proficiency (CALP): CALP refers to the highly abstract, decontextualized communication that takes place in the classroom, especially in the later elementary grades. CALP involves the “language of learning”, which enables children to problem-solve, hypothesize, imagine, reason and project into situations with which they have no personal experience. It also enables students to have academic, analytical conversations and to independently acquire factual information. CALP is used to utilize information acquired to find relationships, make inferences, and draw conclusions. It is a prerequisite for learning to read and write and for overall academic success. When students acquire a second language it can take 5–7 years to develop the CALP needed to be on the same level with their native speaking counterparts in the classroom.
6. Biliteracy: Biliteracy is the state of being literate in two or more languages. This means a biliterate person has the ability to effectively communicate or understand written thoughts and ideas through the grammatical systems, vocabularies, and written symbols of two different languages. This is different from being bilingual. Bilingual is the state of being able to speak two or more languages. Biliteracy includes reading and writing multiple languages.
7. How long does it take to learn English? It takes 2-3 years to develop basic interpersonal communication skills (BICS) and 5-7 years to develop the CALP needed to be on the same level with their native speaking counterparts in the classroom.
8. Limited English Proficiency (LEP): Limited English Proficiency refers to the use or study of English by those who have different native languages. English Language Learners (ELL) are those with Limited English Proficiency.
9. English Language Learners (ELL): An English Language Learner is a person who is learning the English language in addition to their native language. ELLs includes students whose home language is not English and who has not yet acquired proficiency in English.
10. English as a foreign language (EFL): English as a foreign language is the use or study of the English language by non-native speakers in countries where English is generally is not the language spoken.
11. English as a Second Language (ESL): English as a second language is the use or study of English by speakers with different native languages.
12. English Language Proficiency (ELP) Assessment: There are two types of assessments in which ELLs participate: English language proficiency and content knowledge. To assess English language proficiency, students participate in the WIDA-ACCESS Placement Test (W-APT)™, Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs®) or, beginning in Fall 2012, the Alternate ACCESS for ELLs™.
13. English Language Proficiency (ELP) Standards: English Language Proficiency Standards are a key component of the World-Class Instructional and Design Assessment (WIDA) Consortium Assessment. WIDA’s vision of language proficiency encompasses both social and academic contexts tied to schooling, particularly to standards, curriculum, and instruction. These standards show the link between language learning and academic content. These standards also guide the development of standard tests and ELP measures.
14. Bilingual: Bilingual is the state of being able to speak two or more languages. This is different from biliteracy. Biliteracy includes the ability of reading and writing multiple languages in addition to speaking.
15. Generation 1.5 students: The term 1.5 generation refers specifically to immigrants who arrived to the destination country before adolescence. They earn the label the "1.5 generation" because they bring with them characteristics from their home country but continue their assimilation and socialization in the new country, thus being "halfway" between the 1st generation and the 2nd generation. However, some “generation 1.5 students” were born in this country but grew up speaking a language other than English at home. In this case, they are U.S. educated but do not have English as a home language.
16. Non-English Proficient Student (NEP): A Non-English Proficient Student is a student who has not yet begun acquiring or who is in an initial stage of learning English.
17. Heritage Language: Heritage language is an incompletely acquired versions of the language spoken at home but not spoken in the wider community. Heritage speakers acquire the home language before acquiring the region's dominant language. However, acquisition of the heritage language slows when the speaker begins primarily using the region's dominant language.
18. Comprehensible output: Comprehensible output is the practice of the English language competency with English speaking peers.
19. Culture Shock: Culture shock is the feeling of disorientation experienced by someone who is suddenly subjected to an unfamiliar culture, way of life, or set of attitudes.
20. Parachute Kids: Parachute kids are children sent to a new country to live alone or with a caregiver while their parents remain in their home country.
12. English Language Proficiency (ELP) Assessment: There are two types of assessments in which ELLs participate: English language proficiency and content knowledge. To assess English language proficiency, students participate in the WIDA-ACCESS Placement Test (W-APT)™, Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs®) or, beginning in Fall 2012, the Alternate ACCESS for ELLs™.
13. English Language Proficiency (ELP) Standards: English Language Proficiency Standards are a key component of the World-Class Instructional and Design Assessment (WIDA) Consortium Assessment. WIDA’s vision of language proficiency encompasses both social and academic contexts tied to schooling, particularly to standards, curriculum, and instruction. These standards show the link between language learning and academic content. These standards also guide the development of standard tests and ELP measures.
14. Bilingual: Bilingual is the state of being able to speak two or more languages. This is different from biliteracy. Biliteracy includes the ability of reading and writing multiple languages in addition to speaking.
15. Generation 1.5 students: The term 1.5 generation refers specifically to immigrants who arrived to the destination country before adolescence. They earn the label the "1.5 generation" because they bring with them characteristics from their home country but continue their assimilation and socialization in the new country, thus being "halfway" between the 1st generation and the 2nd generation. However, some “generation 1.5 students” were born in this country but grew up speaking a language other than English at home. In this case, they are U.S. educated but do not have English as a home language.
16. Non-English Proficient Student (NEP): A Non-English Proficient Student is a student who has not yet begun acquiring or who is in an initial stage of learning English.
17. Heritage Language: Heritage language is an incompletely acquired versions of the language spoken at home but not spoken in the wider community. Heritage speakers acquire the home language before acquiring the region's dominant language. However, acquisition of the heritage language slows when the speaker begins primarily using the region's dominant language.
18. Comprehensible output: Comprehensible output is the practice of the English language competency with English speaking peers.
19. Culture Shock: Culture shock is the feeling of disorientation experienced by someone who is suddenly subjected to an unfamiliar culture, way of life, or set of attitudes.
20. Parachute Kids: Parachute kids are children sent to a new country to live alone or with a caregiver while their parents remain in their home country.
21. Title III: The Title III Program is a United States federal grant program to improve education. Part A covers language instruction for Limited English Proficient and Immigrant Students. Title III is part of the No Child Left Behind Act of 2001.
22. L1: L1 is the first language that a person has learned from birth.
23. L2: L2 is the second language that is being learned.
24. Proxemics: Proxemics is the study of the cultural, behavioral, and sociological aspects of spatial distances between individuals.
25. Dual-Language Programs: A Dual-Language Program is a form of education in which students are taught literacy and content in two languages.
26. Sheltered English Instruction (SEI): Sheltered English Instruction is an approach to teaching English Language Learners which integrates language and content instruction. The differences between ESL instruction and the use of sheltered instruction is that sheltered instruction does not focus entirely on language development; instead, through various other topics in the curriculum, English proficiency is achieved.
27. Silent Period: The “Silent Period” is an interval of time during which English Language Learners (ELLs) are unable or unwilling to communicate orally in the new language. The silent period may last for a few days or a year, depending on a variety of factors, and it occurs before ELLs are ready to produce oral language.
28. Sheltered Instruction Observation Protocol (SIOP): Sheltered Instruction Observation Protocol is a practice model of sheltered instruction for teachers to follow. It helps teachers plan and deliver lessons that allow English learners to acquire academic knowledge as they develop English language proficiency.
29. Cognitive Academic Language Learning Approach (CALLA): The Cognitive Academic Language Learning Approach is designed for limited English proficient students who are being prepared to participate in mainstream content area instruction. CALLA provides transitional instruction for upper-elementary and secondary students at intermediate and advanced ESL levels. This approach furthers academic language development in English through content area instruction in science, math and social studies.
30. Accommodation: An accommodation is a change that helps a student overcome or work around the disability.
22. L1: L1 is the first language that a person has learned from birth.
23. L2: L2 is the second language that is being learned.
24. Proxemics: Proxemics is the study of the cultural, behavioral, and sociological aspects of spatial distances between individuals.
25. Dual-Language Programs: A Dual-Language Program is a form of education in which students are taught literacy and content in two languages.
26. Sheltered English Instruction (SEI): Sheltered English Instruction is an approach to teaching English Language Learners which integrates language and content instruction. The differences between ESL instruction and the use of sheltered instruction is that sheltered instruction does not focus entirely on language development; instead, through various other topics in the curriculum, English proficiency is achieved.
27. Silent Period: The “Silent Period” is an interval of time during which English Language Learners (ELLs) are unable or unwilling to communicate orally in the new language. The silent period may last for a few days or a year, depending on a variety of factors, and it occurs before ELLs are ready to produce oral language.
28. Sheltered Instruction Observation Protocol (SIOP): Sheltered Instruction Observation Protocol is a practice model of sheltered instruction for teachers to follow. It helps teachers plan and deliver lessons that allow English learners to acquire academic knowledge as they develop English language proficiency.
29. Cognitive Academic Language Learning Approach (CALLA): The Cognitive Academic Language Learning Approach is designed for limited English proficient students who are being prepared to participate in mainstream content area instruction. CALLA provides transitional instruction for upper-elementary and secondary students at intermediate and advanced ESL levels. This approach furthers academic language development in English through content area instruction in science, math and social studies.
30. Accommodation: An accommodation is a change that helps a student overcome or work around the disability.
31. Ancestral Language: The language that an ELL speaks at home with their family/ancestors.
32. Pullout ESL Programs: Pullout English as a Second Language programs remove students from mainstream classrooms for a portion of the day in order to give them specialized instruction in English. This type of instruction is common in elementary schools.
33. Collaborative ESL Programs: Collaboration ESL Programs is a model of teaching that is based on collaboration between the ESL teacher and the mainstream teacher. This model always includes mainstream and ESL teachers meeting and planning lessons or units together that allow for language development and integrate strategies that make content accessible for all students, with particular attention to ELLs.
34. Content Based ESL Instruction: Content Based Instruction is designed to provide second-language learners instruction in content and language with content interpreted as the use of subject matter as a vehicle for second or foreign language teaching/learning.
35. Total Physical Response: Total physical response (TPR) is a language teaching method developed by James Asher, a professor emeritus of psychology at San José State University. It is based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language, and students respond with whole-body actions. In other words, the students act out the command given by the teacher. For example, stand up; sit down; and at later stages more complex commands such as all girls stand in a circle. The idea is that the students are focused on acting out the commands rather than the stress of trying to speak the language.
36. Language Experience Approach: The language experience approach (LEA) is a whole language approach that promotes reading and writing through the use of personal experiences and oral language. It can be used in tutorial or classroom settings with homogeneous or heterogeneous groups of learners. Beginning literacy learners relate their experiences to a teacher or aide, who transcribes them. These transcriptions are then used as the basis for other reading and writing activities. LEA can be a follow-up activity for ELL beginners who participated in a Total Physical Response activity. They draw the activity and retell whatever they can. A scribe (teacher, volunteer, aide, tutor, or more knowledgeable student) records exactly what the student says, making no corrections.
37. Early Exit or Transitional Bilingual Programs: Early Exit or Transitional Bilingual Programs is a teaching method for ELLs in which the students’ native language is used for instruction for the purposes of early reading instruction and clarification. The native language is used only for 2-3 years and then the students are mainstreamed into English speaking classrooms. Students are provided with native-language assignments and instruction that will, in theory, give them a comparable education to that of their English-speaking peers while also teaching them a second language.
38. Developmental Bilingual Educational Programs: Developmental Bilingual Educational Programs aim to preserve and build on the students’ native language as they master English. Non-English-speaking children initially receive core instruction in the primary language along with ESL instruction. As children grow more proficient in English, they learn subjects using more contextualized language (e.g., math and science) in sheltered classes taught in English, and eventually in mainstream classes. In this way, the sheltered classes function as a bridge between instruction in the first language and in the mainstream. In advanced levels, the only subjects done in the first language are those demanding the most abstract use of language (social studies and language arts).
39. Dual-Language or Immersion Programs: Dual-Language or Immersion Programs are a form of education in which all students are taught literacy and content in two languages. The goals for this type of program are for bilingualism (the ability to speak fluently in two languages), biliteracy (the ability to read and write in two languages), academic achievement equal to that of students in non-dual language programs, and cross-cultural competence.
40. English Language Monolingual Program: An English Language Monolingual Program is a program in which English Language Learners are in a regular English‐language monolingual classroom, and do not receive any specialized instruction for language‐minority students.
32. Pullout ESL Programs: Pullout English as a Second Language programs remove students from mainstream classrooms for a portion of the day in order to give them specialized instruction in English. This type of instruction is common in elementary schools.
33. Collaborative ESL Programs: Collaboration ESL Programs is a model of teaching that is based on collaboration between the ESL teacher and the mainstream teacher. This model always includes mainstream and ESL teachers meeting and planning lessons or units together that allow for language development and integrate strategies that make content accessible for all students, with particular attention to ELLs.
34. Content Based ESL Instruction: Content Based Instruction is designed to provide second-language learners instruction in content and language with content interpreted as the use of subject matter as a vehicle for second or foreign language teaching/learning.
35. Total Physical Response: Total physical response (TPR) is a language teaching method developed by James Asher, a professor emeritus of psychology at San José State University. It is based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language, and students respond with whole-body actions. In other words, the students act out the command given by the teacher. For example, stand up; sit down; and at later stages more complex commands such as all girls stand in a circle. The idea is that the students are focused on acting out the commands rather than the stress of trying to speak the language.
36. Language Experience Approach: The language experience approach (LEA) is a whole language approach that promotes reading and writing through the use of personal experiences and oral language. It can be used in tutorial or classroom settings with homogeneous or heterogeneous groups of learners. Beginning literacy learners relate their experiences to a teacher or aide, who transcribes them. These transcriptions are then used as the basis for other reading and writing activities. LEA can be a follow-up activity for ELL beginners who participated in a Total Physical Response activity. They draw the activity and retell whatever they can. A scribe (teacher, volunteer, aide, tutor, or more knowledgeable student) records exactly what the student says, making no corrections.
37. Early Exit or Transitional Bilingual Programs: Early Exit or Transitional Bilingual Programs is a teaching method for ELLs in which the students’ native language is used for instruction for the purposes of early reading instruction and clarification. The native language is used only for 2-3 years and then the students are mainstreamed into English speaking classrooms. Students are provided with native-language assignments and instruction that will, in theory, give them a comparable education to that of their English-speaking peers while also teaching them a second language.
38. Developmental Bilingual Educational Programs: Developmental Bilingual Educational Programs aim to preserve and build on the students’ native language as they master English. Non-English-speaking children initially receive core instruction in the primary language along with ESL instruction. As children grow more proficient in English, they learn subjects using more contextualized language (e.g., math and science) in sheltered classes taught in English, and eventually in mainstream classes. In this way, the sheltered classes function as a bridge between instruction in the first language and in the mainstream. In advanced levels, the only subjects done in the first language are those demanding the most abstract use of language (social studies and language arts).
39. Dual-Language or Immersion Programs: Dual-Language or Immersion Programs are a form of education in which all students are taught literacy and content in two languages. The goals for this type of program are for bilingualism (the ability to speak fluently in two languages), biliteracy (the ability to read and write in two languages), academic achievement equal to that of students in non-dual language programs, and cross-cultural competence.
40. English Language Monolingual Program: An English Language Monolingual Program is a program in which English Language Learners are in a regular English‐language monolingual classroom, and do not receive any specialized instruction for language‐minority students.
41. English Language Monolingual plus ESL Program: An English Language Monolingual plus ESL Program is a program in which English Language Learners are in a regular English‐language monolingual classroom, but also receive additional instruction in an English as a second language (ESL) class or program.
42. Self-Contained ESL: Self-contained ESL program is a program in which classrooms with only English Language Learners or an English as a Second Language resource class where the teacher provides classroom instruction in all subject matters without employing pullout ESL instruction; typically these classrooms have students with a variety of first languages.
42. Self-Contained ESL: Self-contained ESL program is a program in which classrooms with only English Language Learners or an English as a Second Language resource class where the teacher provides classroom instruction in all subject matters without employing pullout ESL instruction; typically these classrooms have students with a variety of first languages.