EELB 313 - Murillo

BILINGUAL TERMINOLOGY

Bilingual Education: An educational program in which two languages are used during instruction in order to 1) continue primary language (L1) development, 2) provide instruction in content in both L1 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.

CUP: Common Underlying Proficiency.

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 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 everyday world used during instruction to make input comprehensible. For example: textbooks, magazines, and equipment.

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

Transfer of Learning: Refers specifically to the movement from one sound/symbol system(native language) to another sound/symbol system(English). Essentially, a child only learns to read once. The academic skills learned in the native language are then applicable to a second language. Both the written and oral forms of language share a mutual relationship and are interdependent. The child learns to construct meaning as he or she learns to read and write. Therefore, the stronger the comprehension\perceptual\sensory-motor\cognitive processes and skills learned and practiced in the native language, the stronger the potential for transfer of learning to a second language(English).

Foreigner Talk: The simplified speech native speakers use when talking to foreigners.

Inclusion: When an ESL specialist goes into the mainstream classroom in order to work with the ESL students.

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.

Transition Reading: The phase in the literacy process where the student, who has up to now read solely in the primary language, enters when formal English reading instruction commences. In essence, when the student has met the criteria of oral English proficiency and curriculum mastery in primary language reading. Transition reading should only take place after the student has participated in a strong native language program along with a well planned program for English oral language development.

Code Switching: The alternate use of 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 ELL students observe, gather, and absorb information without speaking while developing listening comprehension skills and sorting out structures in language such as phonetics and vocabulary. Students also take in aspects of deep culture that are not taught such as the common sense aspects of everyday life. The 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.

ELL: English Language Learner; Has not yet acquired full proficiency in English.

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

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

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 the student 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 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 versus 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

CLD: Culturally and Linguistically Diverse

L1: Primary or native language

L2: Second language (ESL)

L+1: Input which is just a little above the learner’s current level of second language proficiency and functioning.