In Search of Meanings...
APLING618, Spr’10, KLK
ALPHABET HUNT
BICS
CAL.org
CALLA
CALP
CLIL
CILT
Explanations, References and Notes
Basic Interpersonal Communication Skills (James Cummins)
Skills like small talk, ordering a pizza, playing a game on the
playground cf. CALP
Center for Applied Linguistics Research and resources about
linguistics and language acquisition
Cognitive Academic Language Learning Approach
Cognitive Academic Language Proficiency (James Cummins) Essay
writing, lectures, debate cf. BICS
Content and Language Integrated Learning
EAL
http://www.cilt.org.uk/home.aspx The National Centre for
Languages
Center for Research on Education, Diversity, & Excellence website.
Created by the University of California Berkeley Graduate School of
Education Provides 5 standards for effective education and
research and resources related to them.
English as an Additional Language
EAP
English for Academic Purposes
ELL
English Language Learner
ENL
English as a Native Language; English as a New Language
ESL
English as a Second Language
ESOL
English for Speakers of Other Languages
ESP
English for Specific Purposes
IC
IELDA
Instructional Conversation
Iowa English Language Development Assessment 4-part test
(reading, writing, listening, speaking) given to all ESL students
annually
CREDE.org
I-R-E
IRI
Informal Reading Inventory Reading assessment—student reads
and answers questions to determine reading level and possible
reading problems
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In Search of Meanings...
APLING618, Spr’10, KLK
LEA
LEP
MELA-O
Language Experience Approach
Students have an experience and then write about it together.
Limited English Proficient (or sometimes Proficiency)
NNS
Massachusetts English Language Assessment-Oral test of speaking
and listening skills All LEP students must be tested each year.
National Association for Bilingual Education. A professional
organization for research, advocacy, and resources related to
bilingualism
National Clearing House for English Language Acquisition
Collection of research related to ELLs and language acquisition.
Government website.
No Child Left Behind 2001 education law requiring schools and
districts to meet certain standards and demonstrate annual yearly
progress through standardized testing
Non-native speaker
NS
Native speaker
SDAIE
Specially Designed Academic Instruction in English—a version of SI
SILL
Strategy Inventory for Language Learning created by Rebecca
Oxford (1990)
Sheltered Instruction Observation Protocol
Eight-part tool for providing and observing sheltered instruction
Teachers of English to Speakers of Other Languages
Professional organization for ESL/EFL/ESP teachers
NABE
NCELA.org
NCLB
SIOP
TESOL.
org
TPR
WTC
ZPD
Total Physical Response method for students incorporating
physical movement in response to spoken language from teacher.
Silent period. James Asher (1977)
Willingness to Communicate
Zone of Proximal Development Lev Vygotsky (1978) difference
between what a learner can do alone and what they can do with the
support of a more proficient peer or teacher
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In Search of Meanings...
APLING618, Spr’10, KLK
GLOSSARY HUNT
TERM
Acquisition
Affective filter
Alternative
assessment
Ambiguity
Tolerance
Assessment
Strategies
Audiolingualism
Authentic
assessment
Base word
Explanation, References, Notes, examples
Cf. learning. Krashen (DATE) describes this as the natural
process of becoming proficient in a language. Happens through
authentic communicative situations as opposed to repetitive,
drill-based classroom instruction.
State of emotions and anxiety influencing language learning. A
“lowered” filter means that anxiety is low and the learner feels
comfortable and confident
Assessment other than multiple-choice, true-false tests. Can
include portfolios, presentations, problem-solving, groupwork,
writing projects, etc.
Ability to tolerate ideas, experiences that contradict beliefs or
knowledge Mid-level prob. best for lang. learning
Approaches and techniques for assessing students. Also
strategies for taking assessments.
Method for language learning developed by the army in WWII.
Became popular during 50’s when it received this name. Based
on behavior principles. Relies heavily on drill, repetition,
pronunciation, and feedback. Lost popularity in 70s when
designer methods came into favor.
Assessment that provides realistic, meaningful ways for learners
to demonstrate comprehension of information and development
of skills. As opposed to assessment that such as T/F tests or
multiple choice questions. Can include portfolios, groupwork,
presentations, or projects.
Word without suffixes or prefixes or any kind of inflections
Benchmarks
Standards or criteria students are supposed to meet to indicate
fluency or proficiency in a class or content area
Bottom-up
processing
Beginning with smaller segments of information (e. g.,
phonemes, single words) and using this to understand sentences
and longer discourses. Cf. top-down processing
Patterns of speech used by parents or others around young
children acquiring a first language. Characterized by higher
pitch and simplified forms or diminutives.
Ways of learning and dealing with new information. Includes
things such as using keywords, making inferences, taking notes,
making deductions, and elaborating (O’Malley et al., 1985)
Ability to effectively and meaningfully interact with other users
of a language. Involves knowledge and use of grammar,
pronunciation, pragmatics, etc.
Care-giver Talk
Cognitive
Strategies
Communicative
competence
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In Search of Meanings...
APLING618, Spr’10, KLK
Communicative
Language
Teaching
Comprehensible
Input
CLT approach Emphasis on authentic communication.
Meaningful, real-life tasks, student-centered approach.
Content area
Math, science, history, language arts—subject areas as opposed
to ESL classes
Content
Standards
Standards for content areas such as math or science.
Statements indicating knowledge or skills students should have
by the end of the class. Usually written by individual states.
Content-Based
ESL
ESL taught through content classes. Usually following an SI
model of some type. Can increase student interest and help
students maintain or approach grade level progress.
A word that is virtually identical in L1 and L2 (pronunciation
sometimes varies). Example would be chocolate in English and
Spanish. Usually promote comprehension; students benefit
from recognizing them.
Cognate
Cf. I + 1 Related to Stephen Krashen’s input hypothesis.
Cooperative
assessment
Declarative
Knowledge
Knowledge able to be declared, defined, and described, even in
specific steps. Cf. Procedural knowledge
Decoding
Knowledge of letters and sounds and their relationships and use
of this knowledge to recognize and figure out words in reading
Developmental
bilingual
program
Bilingual programs that focus on increasing fluency and literacy
in both L1 and L2. Teachers fluent in both. Content area classes
in both L1 and sheltered classrooms. See also late-exit
programs.
Assessment given to gather information about students’
abilities, strengths, and weaknesses. Not focused on what
students have learned or understanding of lessons. Best used at
the beginning of a class or unit, but can be helpful later as well.
Early 20th century method. Precursor of the audiolingual
method. Emphasis on speaking and listening. Grammar
important. Teaching in L2.
Units of language longer than a sentence
Diagnostic
assessment
Direct Method
Discourse
Extralinguistic
“outside” of language Elements of communication other than
words. Can refer to realia and pictures used in teaching.
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In Search of Meanings...
APLING618, Spr’10, KLK
Field
Dependence
Field
Independence
Formative
assessment
Functionalism
Genre
Grade level
teacher
GrammarTranslation
Approach
Graphic
Organizer
I+1
Idiom
Immersion
Inflection
Instructional
Conversation
Instrumental
motivation
Look at whole more than parts; field sensitivity (FD);
connection to agrarian, authoritarian cultures
Can see parts in whole; (FI) connection to industrialized,
democratic society; hard to test
Assessment used to check students’ growth and progress and
inform teaching. Done periodically throughout lessons or unit.
Cf. summative assessment
Focus on what language is used for; what it can accomplish.
Fairly recent approach.
Type of text. Each type is usually regarded as having distinctive
characteristics. Examples include poetry, historical fiction,
informative texts, etc.
Teacher who teaches a particular grade (e. g. fifth grade).
Typically used as the elementary level and thus refers to
someone who teaches reading, writing, math, spelling, science.
Etc.
Approach with no theory. Traditional language
learning/teaching method focusing on reading and writing.
Students translate L2 materials into L1 or sometimes L1 into L2.
Little focus on communication. Instruction is usually in L1.
System or form for putting a text or specific information into a
visual format to promote understanding and demonstrate
comprehension. Many types for different genres. Examples
include Venn diagrams, T charts, bubble charts, etc.
One of Stephen Krashen’s five hypotheses, the input hypothesis.
Students should receive input that is slightly challenging so that
they can learn and acquire new language and skills.
Frozen phrase or group of words, typically having non-literal
meaning. Cannot usually be understood by figuring out
meaning of individual words. Must be learned as a whole
phrase.
ESL students being put into programs with no L1 support but
content and skills taught in a way that helps students learn
English; modification of language used by teacher. Sheltered
instruction.
Forms of a word. English is not as highly inflected as many
languages, but its verbs show some inflection (e. g., changes for
third person).
Cf. IC Small group format for learning through discussion,
critical thinking, and open-ended questions. Draws on
Vygotsky’s theories. 10 features
Motivation for achieving a certain purpose such as finding a job,
getting a high school diploma, etc. Usually regarded to be less
“powerful” or “good” than integrative motivation.
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APLING618, Spr’10, KLK
Integrative
motivation
Jigsaw
L1
L2
Lx
Language
Function
Late-exit
bilingual
program
Lau v. Nichols
Learning
Learning
Strategies
Literacy
Metacognitive
Strategies
Metalinguistic
Motivation to be part of a group, identify with certain people,
cultures, societies. Usually regarded as “better” or more
“powerful” than instrumental motivation.
Groupwork activity. Students become “experts” on a certain
piece of information or skill. They then share this with their
group. Each person in the group shares and their knowledge all
together is necessary for a final task or activity. An assessment
at the end of a jigsaw is helpful.
L1= first language
L2= second language OR new language being learned. Can also
be L3, L4, etc.
The way in which language is used; its purpose
Halliday (1973) described 7 functions: instrumental, regulatory,
representational, interactional, personal, heuristic, imaginative
English instruction limited at first; content classes in L1. With
increasingn proficiency, more English instruction occurs. NS
are with learners in some classes to provide opportunities for
social interactions. See also Developmental Bilingual Education
1974 California court case mandating support for ELLs
Lau Remedies
Cf. Acquisition Krashen (DATE) describes it as the process of
gaining proficiency in a language from drill-based, repetitive
classroom work. Not as good as acquisition in Krashen’s model.
Strategies or techniques for acquiring new information. Can be
subdivided into various categories such as metacognitive,
cognitive, and socioaffective strategies. O’Malley et al., 1980,
Oxford, 1990.
Reading and writing skills. Involves fluency and
comprehension, ability to understand purposes of texts and
create texts for various purposes.
Strategies for thinking about thinking and learning. Includes
self-monitoring, paying attention to specific features, and
delaying production (O’Malley et al., 1985)
Literally “above” language. Talking about language or
discussing the features, use, and forms of language.
Monitor model
Krashen (DATE). Hypothesis that language learners “monitor”
output to prevent or fix errors.
Morpheme
Smallest meaningful part of language; not necessarily a word. –
ed and cat are both morphemes.
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APLING618, Spr’10, KLK
Mother Tongue
First language. Sometimes called “heart language” or “home
language.”
Negotiation of
meaning
Process learner goes through to understand language. May
involve strategies such as asking for clarification or repeating
information
Onset
A word or syllable’s first consonant or consonants before the
(See also “rime”) vowel
Paralinguistic
Elements of speech such as tone, pitch. As opposed to the words
themselves.
Performance
Standards
Standards requiring a certain skill or level of skill to be
demonstrated
Phoneme
A phonological element different than all the other elements in a
particular language; may have different realizations in different
contexts.
System of sounds in a language and how sounds work together
and may be altered by juxtaposition with one another. Includes
blends, digraphs.
Phonemic
System
Procedural
Knowledge
Knowledge of how to do something; may not be able to be
explained but can be done. As opposed to declarative knowledge
Proficiency level
Skills in reading, writing, listening, and speaking in L2.
“Higher” means more proficient or skilled. “Lower” means less
proficient or skilled.
Tangible, physical objects used to illustrate, supplement and
define vocabulary, ideas, and activities for students. Includes
items such as newspapers, real forms, menus, receipts, and
magazines as well as clothing, food items, etc.
Particular lexical items and pronunciation specific to a field or
socioeconomic group
Realia
Register
Rime
(See also
“onset”)
The vowel and following consonants in a word or syllable
Rubric
Method of assessment. Includes both holistic and analytical
rubrics.
Scaffold
Temporary “structure” or help allowing students to achieve
more than would be possible for them to do on their own. May
involve modeling, one on one help, pairwork, or groupwork, or
modified activities or texts.
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In Search of Meanings...
APLING618, Spr’10, KLK
Scanning
Schema/ta
Reading quickly for specific information. Focus only on what is
needed, which may not be the main idea or most important
focus of the text. Cf. skimming
A structure or framework for learning, remembering, and
organizing information
Semantic system System of meaning in a language
Sheltered
Instruction
Skimming
Social/Affective
Strategies
Strategies
Style
Submersion
Syntax
Cf. SI and SDAIE This refers to teaching in ways that allows
learners to acquire grade-level content material and skills by
reducing the cognitive load but not the level of the information.
Reading quickly to understand main idea of text and gain a
general sense of what the text is about. Cf. scanning.
Strategies for interacting with others and dealing with one’s own
feelings and anxieties. Includes journaling, working with others,
avoidance, and listening to music (O’Malley et al., 1985)
Particular ways of dealing with a task or challenge; differ in a
person (c. f. style)
Fairly consistent, lasting preferences, inclinations; differ from
person to person (c. f. strategy)
ESL students being put into educational programs and classes
with no support. Mainstream classes. No ESL certification or
training of teachers. Not legal after Lau v. Nichols.
Grammar. The way words are used in a discourse and can be
put together.
Summative
assessment
“Final” assessment. Assessment at the end of a lesson or unit to
check student comprehension and
Task
Activity requiring students to use language meaningfully to
communicate; often involves problem solving
Teacher Talk
The amount and characteristics of language used by a teacher in
a class.
Teaching
Strategies
Techniques and approaches to teaching
Top-down
processing
Understanding discourses beginning with larger units and
working down to smaller units (e. g., from sentences to words).
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In Search of Meanings...
APLING618, Spr’10, KLK
Transitional
Bilingual
program
Use of L1 in teaching to help move students towards Englishonly instruction. Short term program (perhaps 2-3 years). Goal
of English or L2 fluency, not L1 development.
Two-way
Bilingual
program
Both English speakers and speakers of another language are
taught together. Goal is fluency for all students in both
languages. Roughly equal numbers of students. Parents highly
involved. Program lasts several years. Mostly at the elementary
level.
Whole language An approach based on language learning as a holistic process.
Does not focus on the “parts” of language (phonemes, individual
words, consonant blends, etc.) but on understanding language
as a whole in a meaningful context.
Whorfian
Sapir-Whorf Language shapes thought—language influences
Hypothesis
thought
Willingness to
WTC MacIntyre (late 90s-2000) connected to personality and
Communicate
cultural factors
World Englishes Kachru (2005) inner circle to outer circle
Zone of Proximal Cf. ZPD Lev Vygotsky’s term for the area between what a
Development
learner can do unassisted and what a learner can do with the
assistance of a more skilled student or teacher
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