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Washington State University
College of Education

English Language Learners Terminology

ELL Terminology

Bilingual Education:

An educational program in which two languages are used during instruction in order to 1) continue primary language (Ll) development, 2) provide instruction in content in both Ll and L2, and 3) English acquisition.

BICS:

Basic Interpersonal Communication Skills: Skills necessary for functioning in every day life, face-to-face interactions. These skills usually take about two years to develop in most second language learners.

CALP:

Cognitive Academic Language Proficiency: The aspects of language linked to literacy and academic achievement. These skills usually take five to seven years to fully develop in second language learners.

Deep Culture:

The non-tangible aspects of culture such as feelings, emotions, attitudes, and rules for interaction. They are not seen at the surface level and they are not taught.

Surface Culture:

The visible aspects of culture such as food art, dress, holidays, language, etc.. No real values are seen at this level.

Realia:

Concrete objects from the everyday world used during instruction to make input comprehensible. For example: magazines, books, toys.

Comprehensible Input

Language that is understood by the learner. Focuses on meaning first and uses simplified speech.

Foreigner Talk:

The simplified speech native speakers use when talking to foreigners.

Inclusion:

When an ESL specialist goes into the mainstream c}assroom in order to work with the ESL student.

Mainstreaming:

There is no separation of students based on need or ability. All students are placed in classrooms designed for native English speakers that function at the perceived “normal” level.

Code Switching:

The alternate use of two languages. Speaking one language and using words from another, their native language.

Pull Out:

Classes in which students are withdrawn from the mainstream regular subject classes for one or more periods a week, for English language instruction classes in smaller groups.

Silent Period:

A time during which ESL students observe, gather and absorb information without speaking while developing listening comprehension skills and sorting out structures in the language such as the sound system (phonetics) and vocabulary. Students also take in aspects of deep culture that are not taught such as the “common sense” aspects of everyday functioning. This period varies in length depending on the student.

Affective Filter:

(Socio-Affective Filter) The psychological barrier that allows input to be filtered through to a language processing mechanism. A high filter is full of anxiety and stress while a low filter has little anxiety increasing comprehension and attention.

LMS:

Language Minority Student, Has not yet acquired full proficiency in English.

Cultural Pluralism:

The political view that different ethnic/cultural groups share equal power and play unique roles which can enrich the United States.

Culture Shock:

Feelings of disorientation and confusion upon contact with other, previously unexperienced cultures.

Lau vs. Nichols:

(1974) The United States Supreme Court decision which found the San Francisco Board of Education failing in the duty of providing equal access to education of Chinese speaking students who were enrolled in mainstream, English only classes. Providing ESL students with the same materials as native speakers does not satisfy the requirement of equal access to education.

Acculturation:

Process of adapting to a new culture, being able to adapt to two or more cultural patterns.

Enculturation:

The process of culture being taught from one generation to the next.

LEP:

Limited English Proficient, A student who is not fully English proficient, speaks a language other than English at home, and does not demonstrate English language skills of comprehension, speaking, reading, and writing at a level that would place him/her in a mainstream, English only class setting.

NEP:

Non-English Proficient

Sheltered English:

Also referred to as transition or bridge classes, students cover the same content areas as mainstream, English only classes but they do so in a manner that adapts the language components of the classes to meet the needs of the language minority students’ English proficiency levels. Adaptations include simplified speech, contextualization, task-function orientation, and interactional activities.

PEP:

Potentially English Proficient, An alternative to LEP.

NES:

Non-English Speaking

Transitional Bilingual Program:

Content based instruction is given in L1 while students continue to receive ESL instruction. These classes are used until students are able to shift to a complete and proficient use of L2 in content areas.

ESL:

English as a Second Language, English instruction for the development of listening, speaking, reading and writing skills for NES students.

EFL:

English as a Foreign Language, When English is taught to students as a second language while they are still in their native country vs. being in the United States.

ESP:

English for Special Purposes, Classes are designed to give students instruction in specific content areas.

TESOL:

Teachers of English to Speakers of Other Languages, This is a National and professional association.

L1:

Primary or native language.

L2:

Secondary language (ESL).

L + 1:

Krashen refers to this as input which is just a little above the learner’s current level of second language proficiency and functioning.

*Taken from: “Glossary of ESL Terminology for the Mainstream Teacher”