terms and definitions
- Comprehensive Input: According to Judi Haynes author of www.everythingesl.net, describes comprehensive input as the information provided by the teacher for the student in order for the information to be comprehended. The teacher must scaffold the information to the student in order for the student to comprehend the information. The term was created by Stephen Krashen (Judi Haynes, www.everythingesl.net).
- Language Learning vs. Learning Acquisition: According to Haynes, language learning is the result of direct instruction of the language desired to learn. Language learning has to do with learning the grammatical aspects of the language. Language acquisition occurs when language is learned through means of communication in a natural way (Judy Haynes, www.everythingesl.net).
- Affective Filter: According to Kristin Krogh, an affective filter is another concept created by Stephen Krashen. Krashen explains the affective filter as an hypothesis in which the confidence, motivation, and ability of a learner all contribute to the success and failures of learning a language (Krogh, 2011).
- Basic Interpersonal Communication Skills (BICS): Sarah Bardack author of Common ELL Terms and Conditions, defines BICS as language learned in about 3-5 years. This type of language is basic everyday speech communicated by gestures. The term was created by Jim Cummins in order to understand the difference between fundamental conversational speech and cognitive academic language proficiency (CALP) (Bardack, 2011).
- Cognitive/Academic Language Proficiency (CALP): According to Bardack, CALP is the language proficiency needed in order for ELL students to understand subject content in the general education classroom setting. Unlike BICS, Cognitive/Academic Language Proficiency takes learners about 4-7 years to achieve. CALP is also more complex than learning language through basic gestures (Bardack, 2011).
- Biliteracy: Sarah Bardack defines biliteracy as the ability to communicate, comprehend, read, and write using proper grammar and vocabulary in two different languages (Bardack, 2011).
- How long does it take to learn English? According to Judi Haynes of www.everythingesl.net, it takes learners between the ages of 8-11years old with 2-3 years of language education about 5-7 years to test in English at the level of their peers. However, children coming from no language education in the same age group take about 7-10 years to test at the same English level as their peers. However, all learners take different amounts of time to achieve english proficiency (Haynes, www.everythingesl.net).
- Limited English Proficiency (LEP): Sarah Bardack author of Common ELL Terms and Conditions describes LEP as a term created by the U.S. Department of Education that defines students who are enrolled in the United States education system that do not score high enough for state requirements on English language assessments (Bardack, 2011).
- English Language Learner (ELL): English Language Learners are students and people who are studying the English language. English language learner's native language is not English. These students benefit from support programs in order to better their English communication skills and better their academics (Bardack, 2011).
- English as Foreign Language (EFL): English as a foreign language students are students who do not speak English as their first language. These students study English in an area in which English is not commonly spoken (Bardack, 2011).
- English as a Second Language (ESL): According to Bardack, ESL stands for students who are not studying English as second language. However, the term ELL is more commonly used to describe these students. ESL is commonly used to describe strategies for ELL students in the school system (Bardack, 2011).
- English Language Proficiency (ELP) Assessment: ELP is a type of assessment that tests the proficiency of the English language for ELL students. The exam assesses reading, writing, and oral comprehension skills. The exam is required under No Child Left Behind (Bardack, 2011).
- English Language Proficiency (ELP) Standards: English language proficiency standards are the benchmarks that must be met in oral, reading, and writing comprehension in order for students to learn subjects, communicate, and speak in the English language in the US education system (Bardack, 2011).
- Bilingual: When a person is bilingual they have the capability to speak two languages strongly. When someone is bilingual it is often found that they are more proficient in one of the languages compared to the other (Bardack, 2011).
- Generation 1.5 Students: Generation 1.5 students are described by Bardack as students who have graduated from US high schools while still studying the English language. These students graduate with limited proficiency in their first language. These students show strong English skills, but show lower skills in the academic English skills needed for school achievement (Bardack, 2011).
- Non-English Proficient Student (NEP): These students have little to no skills that show proficiency in the English language (Bardack, 2011).
- Heritage Language: The heritage language of the student can be defined as the child's first language or the language spoken at home (Bardack, 2011).
- Comprehensible Output: According to Judi Haynes author for the website www.everythingesl.net, comprehensible output is the opportunity that ELL students take to practice speaking the English language at their level of capability. The author suggests using cooperative learning groups for children to practice their comprehensible output (Haynes, www.everythingesl.net).
- Culture Shock: According to www.teenshealth.com, culture shock is the feeling that people get when they are removed from a familiar culture and placed in a culture they are unfamiliar with. The person feels anxiety and confusion with living in a new culture (teenhealth.com).
- Parachute Kids: The term parachute kids can be considered to be a derogatory term meant to describe children who come to America alone to live with extended family. These children often attend the American public school system kindergarten through twelfth grade (Bardack, 2011).
- Title III: Title III is an aspect of No Child Left Behind 2001. The title mandates that students who have limited English proficiency in the United States develop the English proficiency skills needed to achieve academically and learn content equal to their English speaking peers (Bardack, 2011).
- L1: L1 stands for ELL students first or native language that they speak. L1 students is a term referred for students speaking in their first language (Bardack, 2011).
- L2: L2 students are nonnative speakers of a language (Bardack, 2011).
- Proxemics: According to Ivannia Jimenez Arias author of Proxemics in the ESL Classroom, describes proxemics as the way in which humans use the space around them. Often times the way that humans use the space around them relates to their culture. Proxemics is importnat in an ELL classroom because students must learn the non-verbal elements of a culture first (Jimenez Arias, 1996).
- Dual-Language Programs: In this type of program ELL students are taught learning content in two different languages. The program is beneficial for students of native and nonnative languages (Bardack, 2011).
- Sheltered English Instruction (ESI): A strategy used for teaching ELL students in which the subject matter is created to be comprehended easier by students (Bardack, 2011).
- Silent Period: According to Judy Haynes of the website www.everythingesl.net, the silent period is a time that ELL students go through in which they do not communicate in their new language. It occurs before students are able to speak orally in their new language (Haynes, www.everythingesl.net).
- Sheltered Instruction Observation Protocol (SIOP): SIOP occurs when subject matter being taught is adapted or modified for ELL students (Bardack, 2011).
- Cognitive Academic Language Learning Approach (CALLA): According to Ana Uhl Chamot researcher at George Washington University, CALLA is a learning approach created to help ELL students comprehend subject matter better. The approach uses a series of learning strategies that integrates language into the child's learning process in order for them to achieve academically in language and cognitive development (Uhl Chamot, 1989).
- Accommodation: Bardack states that accommodations can be considered modifications to tests and learning procedures to help ELL students during assessments without changing the assessment itself. An example of an accommodation could be giving extra time on an assessment (Bardack, 2011).
- Ancestral Language: Ancestral language is another term used to describe a persons language that is spoken at home or is their native language. It is often called ancestral language because it was also spoken by that particular culture's ancestors (Bardack, 2011).
- Pullout ESL Program: Bardack describes pullout ESL programs as programs in which students are removed from the general education classroom for a period of time to receive instruction from an ESL teacher. This type of program allows teachers to cater to the students learning needs or follow a curriculum (Bardack, 2011).
- Collaborative ESL Programs: Collaborative ESL Programs are programs in which the ESL teacher and general education teacher2 create a curriculum together to benefit the English Language Learners in the classroom.
- Content Based ESL Instruction: According to BBC Teaching English, through content based instruction students are learning subject matter in the language they are acquiring to learn, not their native language. They are practicing their linguistic ability and learning content in that language at the same time (BBC Teaching English, 2003)
- Total Physical Response: According to Colorin Colorado, total physical response activates whole body approaches to new words and vocabulary for beginning ELL students. The activities are meant to help the student create comprehensible input and output of their new language (Colorin Colorad, 2007).
- Language Experience Approach: Bardack describes the Language Experience Approach as an approach that believes that ELL students can learn the essential reading and writing skills when the content they are learning relates to their own personal experiences. The teacher works as a scribe for the English Language Learner. The student tells the educator stories about their own personal experience and then reads the story out loud with the teacher (Bardack, 2011).
- Early Exit or Transitional Bilingual Programs: Programs in which content is taught mostly in the child's native language and then gradually is taught in the English language over 4 to 6 years (Bardack, 2011).
- Developmental Bilingual Education Programs: This type of program encourages the learning of a second language, but does not delay development of the learners first language (Bardack, 2011).
- Dual-Language or Immersion Programs: Programs in which students are taught reading and writing skills in two languages. The objective for this type of program is to promote biliteral skills and bilingualism (Bardack, 2011).
- English Language Monolingual Program: Programs in which students are placed in regular English speaking classrooms and receive no extra instruction in the English language (Bardack, 2011)
- English Language Monolingual Program: Program in which students are placed in the general education classroom, but also receive help with their second language from an ELL teacher (Bardack, 2011).
- Self Contained ESL: Self contained ESL is a classroom containing only ELL students. The ESL teacher provides instruction for all subject matter and the students are not pulled of the general education classroom because they receive all their instruction in the ELL classroom (Bardack, 2011).
*Note: Much of the vocabulary on this page was retrieved from:
Bardack, S. (2010, April). Common ell terms and conditions. Retrieved from http://www.air.org/files/NEW_-_Common_ELL_TERMS_AND_DEFINITIONS_6_22_10.pdf
Resources:
Bardack, S. (2010, April). Common ell terms and conditions. Retrieved from http://www.air.org/files/NEW_-_Common_ELL_TERMS_AND_DEFINITIONS_6_22_10.pdf
Chamot, U. A. (1989). The cognitive academic language approach. Urbana, illinios: National Council of Teachers of English. Retrieved from http://books.google.com/books?id=R8jZ62kA9akC&pg=PA108&lpg=PA108&dq=define Cognitive Academic Language Learning Approach (CALLA)&source=bl&ots=Ayx_VXqhIM&sig=510ck5SKc2KvHEwMcvEQkDTtzGs&hl=en&sa=X&ei=rgLLUo-iF4LNsQTgi4D4DA&ved=0CFYQ6AEwBzgK
Colorin, C. (2007). Oral language development for beginners. Retrieved from http://www.colorincolorado.org/educators/content/oral/
Content based instruction. (2003, April). Retrieved from http://www.teachingenglish.org.uk/article/content-based-instruction
Culture shock. (n.d.). Retrieved from http://teenshealth.org/teen/your_mind/emotions/culture_shock.html
Haynes, J. (n.d.). Comprehensible input and output. Retrieved from http://www.everythingesl.net/inservices/comprehensible_input_output_70140.php
Jiminez Arais, I. (1996, March). Proxemics in the ell classroom. Retrieved from http://www.au.af.mil/au/awc/awcgate/state/proxemics.htm
Krogh, K. (2011, April 19). Understanding stephen krashen's affective filter hypothesis. Retrieved from http://suite101.com/a/understanding-stephen-krashens-affective-filter-hypothesis-a366178
Bardack, S. (2010, April). Common ell terms and conditions. Retrieved from http://www.air.org/files/NEW_-_Common_ELL_TERMS_AND_DEFINITIONS_6_22_10.pdf
Chamot, U. A. (1989). The cognitive academic language approach. Urbana, illinios: National Council of Teachers of English. Retrieved from http://books.google.com/books?id=R8jZ62kA9akC&pg=PA108&lpg=PA108&dq=define Cognitive Academic Language Learning Approach (CALLA)&source=bl&ots=Ayx_VXqhIM&sig=510ck5SKc2KvHEwMcvEQkDTtzGs&hl=en&sa=X&ei=rgLLUo-iF4LNsQTgi4D4DA&ved=0CFYQ6AEwBzgK
Colorin, C. (2007). Oral language development for beginners. Retrieved from http://www.colorincolorado.org/educators/content/oral/
Content based instruction. (2003, April). Retrieved from http://www.teachingenglish.org.uk/article/content-based-instruction
Culture shock. (n.d.). Retrieved from http://teenshealth.org/teen/your_mind/emotions/culture_shock.html
Haynes, J. (n.d.). Comprehensible input and output. Retrieved from http://www.everythingesl.net/inservices/comprehensible_input_output_70140.php
Jiminez Arais, I. (1996, March). Proxemics in the ell classroom. Retrieved from http://www.au.af.mil/au/awc/awcgate/state/proxemics.htm
Krogh, K. (2011, April 19). Understanding stephen krashen's affective filter hypothesis. Retrieved from http://suite101.com/a/understanding-stephen-krashens-affective-filter-hypothesis-a366178