English as a Second
Language
Vocabulary Terms

ESL

ESOL

CLD

The field of English
as a Second
Language
 The learners who
participate ESL
 Culturally and /or
Linguistically
Diverse
Vocabulary (cont’d)

TESOL

FES

LES

NES

The organization for
Teachers of English
to Speakers of
Other Languages
 Fluent English
Speaker
 Limited English
Speaker
 Non English
Speaker
Stages of Language
Acquisition

Preproduction

Students
communicate with
gestures and
actions.
 Lessons focus on
listening
comprehension
 Lessons build
receptive vocab.
Stages of language
Acquisition

Early Production



Students speak using
one or two words or
short phrases
Lessons expand
receptive vocabulary.
Activities are designed
to motivate students to
produce vocabulary
which they already
understand.
Stages of Language
Acquisition

Speech Emergence

Students speak in
longer phrases and
complete sentences.
 Lesson continue to
expand receptive
vocabulary.
 Activities designed
to promote higher
levels of language
use.
Stages of Language
Acquisition

Intermediate
Fluency

Students engage in
conversation and produce
connected narrative.
 Lessons continue to
expand receptive
vocabulary.
 Activities are designed to
develop higher levels of
language use in content
areas.
 Reading and writing are
incorporated into lessons.
Dimensions of Language
Proficiency

BICS -- Basic Interpersonal
Communicative Skills

Universal aspects of language proficiency that are normally acquired by
all native speakers of any language
Usually by ages 5-6 all children have developed BICS in their first
language
Those language skills needed for every day face-to-face
communication;personal, social situations
Contexts are clear and generally concrete
Not necessarily related to academic success
May take up to 2 years to develop in a second language

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Dimensions of Language
Proficiency

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CALP - Cognitive Academic Language Proficiency
Those language skills associated with literacy and cognitive
development.
Language skills required to go beyond ordinary social
communication.
Cognitive demanding, de-contextualized.
Language skills needed for reasoning, problem solving, or other
cognitive processes required for academic achievement in
subject matter
CALP developed in first language contributes to the
development of CALP in a second language.
May take 5-7 years to develop in a second language (depending
on first language CALP, age and other variables).
ESL vs. Learning Disability
VOCABULARY

ESL
LD
The ESOL student will have
weakness in his 2nd Language
The LD student will have
weaknesses in both languages
The ESL student willVocabulary  The LD students will
have weaknesses in
have vocabulary
his 2nd language.
problems in both
languages. These
problems can be
identified when a
child has been
instructed in both
languages.
CONCEPTS

We can expect the
ESL student to have
difficulty with special
concepts (abovebelow) and
directionality
(center-left-bottom)

The LD student will
have difficulty with
concepts in general.
SOUNDS (Articulation)

You can expect that a person
learning English will have
problems with sound
discrimination and
pronunciation. Think of the
sound system of his first
language. Are there any
similarities? Does s/he hear
final sounds? How about the
fine discrimination needed
for vowel sounds?

The LD student will
not have sounds
(articulation) in
either language.
Someone speaking
his first language
with him of over a
period of time could
detect this. Student
might exhibit
garbling.
Perceptual Sequential
Problems




Reversals-- are
possible for 5-6 year
olds
Rotations -- not
expected
Inversions -- U-N are
not expected
Transpositions -bread-braed are not
expected

Reversals occurring in 3rd and
4th grade.
 Rotations Characteristics of a
learning disability
 Inversions of letters
and numbers occur
 Transpositions occur
The Magic Seven
Optimal Conditions for 2nd Language
Acquisition

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Low Anxiety Environment
Comprehensible Input
Communication Focus
Contextualized Language
Error Acceptance
Respect for Language Acquisition
Stages
Teacher as Facilitator
QUESTIONS?