Acculturation
Acquisition
Additive Bilingualism
Affective Filter
Assimilation
Asylees
BICS
Bilingual Education
Bilingual Education Act
Bilingual Transitional Model
Bilingualism
Brainstorming
CALP
Chicano
Code-Switching
Comprehensible Input
Cooperative Learning
Criterion- Referenced Tests
Process of adapting to a new culture
A subconscious process focusing on an informal, natural style to language learning
Student is maintaining and/or adding to his/her native language proficiency
A low-anxiety environment that motives second language learners
Complete absorption of the characteristics and behaviors of one culture into another
People already in the United States who receive protected status and are unable to return home for the same reasons that refugees are unable to return home.
Basic Interpersonal Communication Skills: Home language ability, mastery of 5,000-7,000 words. Oral language skills and concepts as taught by significant caregivers. A concept taught by
School instructional program in which two languages are used for instruction
The federal statute passed in 1968 (Title VII) of the
Elementary and Secondary Education Act which provided federal support for bilingual education programs.
Program that offers L1, native language instruction in content areas and L2, oral English instruction
The use of two languages by the same person or group
A structured classroom discussion in which teachers encourage multiple answers and ideas
Cognitive Academic Language Proficiency: Mastery of 70,000-
90,000 words. Learner can use abstract language and comprehend language concepts without cues.
Individual of Mexican descent, born in the U.S.
The alternating use of two languages
Making meaning clear to a second language learner
Students work in groups. A successful style of learning for many second language learners.
Tests in which student performance is not compared to others and is measured in actual skills of tasks performed.
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Culture
Culture Fair Tests
Cultural Pluralism
Culture Shock
Dual Language Program
ELL
ESL
ESL Program
ESOL
Ethnocentrism
Extinction
FEP
Field Dependence
Field Independence
Inter-rater reliability
IPT
KWL
L1
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The customs, lifestyle, traditions, behaviors, attitudes, and artifacts of a given people of a given region of the world.
Tests which are reported to be free from cultural bias
The view that different ethnic groups enrich American culture
Feelings of disorientation when experiencing contact with other cultures. There are varying stages.
Students are instructed for one half day in English and the other half day in another language
English Language Learner. A student who has a language other than English as their first or primary language and are now developing English skills in order to access the curriculum in U.S. educational systems.
English as a Second Language. Used to refer to programs and classes to teach students English as a new/ additional language.
Instruction is conducted in English for limited English- speaking students. Emphasis is on the development of English with no native language instruction.
English for speakers of other languages: one of many terms used to describe English language acquisition programs.
Belief in the correctness of one’s own cultural values and behaviors over others’ cultural values
When the second language is substituted as the primary language in a home; the original home language ceases to be spoken, thus the language is forgotten and lost.
Fluent English Proficient
Processing information in relation to one’s environment, or in a holistic manner
Processing information through independent tasks, or in an analytical manner
Measures of the degree of agreement between two different raters on separate ratings of one assessment indicator using the same scale and criteria.
Idea Proficiency Test for English proficiency; a former language proficiency test used by District 11 and other school districts
An ESL strategy in which students brainstorm on a variety of topics: what they “know,” what they “want to know,” and finally, “what they learned.”
Primary or home language sei500r2

L2
Language Distance
LEP
LAS
Mainstreaming
Monitor Status
Natural Approach
NEP
PHLOTE
Prior Knowledge
Pull-out instruction
Refugee
Schemata
SDAIE
Sheltered Instruction
SIOP
Stages of Language
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Student’s second language a person is trying to acquire
Languages with many common elements, such as written sound-symbol representations, phonetic or grammatical structures have a close language distance; those with few or no similarities, have a far distance. For example: Chinese and
English have a far language distance; Spanish and English have a close language distance.
Limited English Proficient: A student who is not fully proficient in English and speaks another language at home
Language Assessment Scale Test for English proficiency
Placing ESL students in regular English speaking classrooms
When an ELL has passed the state test of English Language
Proficiency and proven English proficiency in content classes.
At this time students do not receive active ESL support, but are “monitored” to ensure they do not need additional ESL support.
Style of instruction emphasizing the acquisition of language in a natural setting, e.g., informal, hands-on, immersed in the new language.
Non-English Proficient
Primary Home Language Other Than English
Information students already possess which can be tapped to produce greater language acquisition
Students are “pulled-out” from their regular classes for special classes of ESL instruction which is matched to their level of
English proficiency.
People who are forced to flee their countries of origin because of a well –founded fear of persecution due to race, religion, nationality or membership in a particular social or political group.
The learner’s concepts, beliefs, expectations, processes; virtually everything from past experiences that are used to make sense of things and actions around a person.
Specifically Designed Academic Instruction in English.
Techniques to use in sheltered Instruction.
An approach to teaching that extends instruction time for ELLs and supports content instruction by specific, effective, scaffolded strategies.
Sheltered Instruction Observation Protocol: Research-based
Lesson planning and implementation m odel providing EL’s access to content standards on grade level (J. Echevarria, ME
Vogt, D.J. Short)
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Acquisition Intermediate fluency and Advanced fluency. School District 11 is adopting new terminology to identify level NEP1, NEP2,
LEP3, LEP4 and FEP5
SUP
Immersion Program
Total Physical Response (TPR) An ESL technique in which learners listen and act out commands in their second language, vocabulary and meaning are demonstrated with actions.
LAWS: (summary)
Brown v Board of Education of
Topeka, Kansas
Separate Underlying Proficiency: One language dominates; learner has no “room” for another language
Program in which ELL students receive no help with learning
English, also called “sink or swim”
Bilingual Education Act
This is one of the early laws that sought to dissolve segregation and treating students “separate but equal”. This was a long running case from 1941 to 1954 , bottom line was that “ Segregation of white and colored children has a detrimental effect on the colored children. The impact is greater when it has the sanction of the law, for the separating of the races is usually interpreted as denoting inferiority. As a sense of inferiority affects the motivation to learn. ….We conclude that in the field of education, the doctrine of
“separate but equal” has no place.” Separate educational facilities are inherently unequal.
The first piece of U.S. federal legislation in regards to minority
Lau v. Nichols
Casteneda v. Pickard
Plyler v. Doe language speakers. It provided school districts with federal funding to establish educational programs for students with limited English speaking skills. Originally intended for Spanishspeaking students, but in 1968 merged into the allencompassing Bilingual Education Act . The Act gave school districts the opportunity to provide bilingual education programs without violating segregation laws.
1974 landmark decision ruling that 1,800 Chinese students in
San Francisco were not being provided an equal educational opportunity compared with their English-speaking peers.
Paved the way for the formation of ESL/BLE programs.
1978 (synopsis) The US Supreme Court established that there should be a 3 part assessment for determining how bilingual programs would be held responsible for meeting the requirements of the EEO Act of 1974:
 The program must be “based on sound educational theory”

The program must be implemented effectively with resources for personnel, instructional materials and space.

After a trial period, the program must be proven effective in overcoming language barriers/handicaps.
1982 Supreme Court Decision found that public schools were prohibited from denying immigrant students access to a public education. Undocumented students are obligated to attend
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school until they reach the age mandated by state law, as any other student. Included facts:

School officials may not ask for proof of legal residence, only that they live in the school district.

Schools must be careful of unintentional attempts to document the student’s legal status.

Treating students differently from others if illegal status is suspected.

School personnel should not cooperate with INS in any manner that jeopardizes immigrant students and their rights of access. If a legal warrant is served, then the principal has a procedure to follow.

Free and reduced lunch is offered to students who can show that household income qualifies them, social security numbers are not required.
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