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No Child Left Behind (title III) (1)

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Federal program that assists immigrant and limited English proficient students in achieving grade-level and graduation standards, as well as acquiring the English language.

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LEP (1)

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Limited English Proficient; a person who is not fluent in the English language, often because it is not their native language.

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Massachusetts General Laws (Question 2) (1)

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A ballot initiative approved by MA voters in 2002 that mandated English Language Learners be taught English in English. Ends "transitional bilingual education" in MA and replaces with "Sheltered English Immersion."

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Education of English Language Learners Regulations (1)

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Districts: must establish protocols to identify and assess ELLs as well as those students who are ready to transition out of ELL status; take a yearly census of ELLs and report it to the state; make parents aware of their right to waive SEI placement and place children with waivers into bilingual education programs if they exist in the district; assure the state in writing that ESL teachers are fluent in English; ensure that content teachers who have ELL students in class have their SEI endorsement.

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Individuals with Disabilities Act (IDEA) (1)

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IDEA is a law ensuring services to children with disabilities throughout the country. It governs how states and public agencies provide early intervention, special education, and related services to more than 6.5 million eligible infants, toddlers, children, and youth with disabilities.

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Newcomers/Immigrants (2)

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Immigrant students who have attended English speaking school for less than two years.

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Refugees (2)

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A person who, owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group, or political opinion, is outside the country of their nationality, and is unable to or, owing to such fear, unwilling yo avail him/herself of the protection of that country. When refugees arrive in the US, they receive services and support from on of ten national voluntary agencies that have contracts with the US government in the US Refugee Admissions Program.

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Long-Term English Language Learners (LTEL) (1)

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Students who have been enrolled in American schools for more than 6 years who are not progressing toward English proficiency, and who are struggling academically due to their limited English skills.

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English Language Learners with Disabilities (2)

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ELLs with diagnosed learning and/or physical disabilities. Educators sometimes confuse a student's limited English proficiency (LEP) with learning disabilities or fail to diagnose an ELL's learning disability because they associate their academic struggles with their lack of proficiency in English.

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Students with Interrupted/Limited Formal Education (SIFE) (2)

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They are newcomers with two or more years of education interrupted in their native country; they have attended school in the US, returned to their native country for a period if time, then returned to the US again; they have attended kindergarten in English (L2), 1st and 2nd grade in their first language (L1), then jumped into L2 in 3rd; they have attended US schools since kindergarten but have language and literacy gaps due to ineffective instruction; they have attended school in one location for a few months, then moved to another location for a few months, and perhaps had some weeks in between these changes when they did not attend school. In order to be fully functional at school, these students must learn how to read, how to complete assignments and follow instructions, how to use school supplies, how to follow a school schedule, how to take the bus, how to interact with students from different cultures, and how to participate in school activities.

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Migrants (2)

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Children and youth ages 0-21 whose families work in the agricultural and/or fisheries industries and who will often move across districts and state lines several times within a 12-36 month period, following the various crops by season. Poverty, low wages, deplorable and unsafe living/working conditions, interrupted schooling, lack of social mobility, and lack of educational opportunities still plague these families, who mostly live well below the poverty line.

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Cooperation vs. Competition (2)

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Cooperation emphasizes collaboration while competition is more individualistic. Cooperation is better. It involves two or more children working together to achieve a common goal.

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Deductive (2)

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Indicates explicit presentation of rules. Language learning is deductive when teachers explicitly present the rule, which is later applied by students in practice tasks. Gives students the rules and works with them to produce language. Teacher-centered approach to learning.

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Inductive (2)

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Relates to implicit learning of rules. In inductive language learning, however, the rules are worked out from exposure to the language in use. Student-centered; encourages speculation; guides them toward rules.

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Deep Culture (3)

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Cultural ideas such as justice, beauty, and equality that are hard to see.

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Surface Culture (3)

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Ideas like food, clothing, and musical tastes.

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Collectivism (3)

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The idea that in many other cultures it is a collective culture where people look out for the benefit of the group.

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Individualism (3)

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The idea that in the US, we look out for the benefit of the individual.

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Cultural Adaptation (Culture Shock) (3)

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The adjustment from one culture to another. General symptoms include: irritation, homesickness, loneliness, nervousness, loss of appetite, sleeplessness, feeling tired, extreme pride in one's native culture, hypersensitivity or excitability, confusion, and/or depression.

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Cultural Assumptions (3)

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The idea that people who grow up in a culture share certain values and beliefs; this can become stereotypes easily.

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Transnational Families (3)

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Families split between countries.

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Phonology (4)

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The study of the distribution and patterning of speech sounds in a language and of the tacit rules governing pronunciation; any of a small set of units - usually about 20-60 - and different for each language, considered to be the basic distinctive units of speech sounds by which morphemes, words, and sentences are represented. They are arrived at for any given language by determining which differences in sound function to indicate a difference in meaning.

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Morphology (4)

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The patterns of word formation in a particular language, including inflection, derivation, and composition; the study of the behavior and combination of morphemes; any of the minimal grammatical units of a language, each constituting a word or meaningful part of a word, that cannot be divided into smaller independent grammatical parts (like "the," "write," or the "-ed" of "waited").

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Semantics (4)

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The study of meaning; the branch of semiotics dealing with the relations between signs and what they denote; the meaning, or an interpretation of the meaning, of a word, sign, or sentence.

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Syntax (4)

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Sentence structure.

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Discourse (4)

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Any unit of connected speech or writing longer than a sentence.

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Pragmatics (4)

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Linguistics; the analysis of language in terms of the situational context within which utterances are made, including the knowledge and beliefs of the speaker and the relations between speaker and listener.

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Rhetorical Register (4)

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Linguistics varieties that are linked to occupations, professions, or topics have been termed "registers." Registers are usually characterized solely by vocabulary differences. Different professions have different vocabulary.

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Writing Conventions (4)

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Includes things like spelling, punctuation, capitalization, and grammar.

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Language Functions (4)

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The purpose for which units of language are used; so, how we combine and structure phonemes and morphemes.

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Cultural and Social Norms (4)

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What people in specific groups consider "normal." Behaviors, appearance, and language all contribute to norms.

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Academic Oral and Written Language Functions (4)

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How one uses language in an academic setting - objectives for written and oral communication like to inform, to persuade, and to support an argument.

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Basic Interpersonal Communication Skills (5)

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Also called "Social Language." The language of the playground. Newcomers use BICS to function socially in hallways, classrooms, school buses, and playgrounds. Cummins' research shows that it takes 1-3 years for ELLs to reach the social language level of their peers. The context of social language is embedded. Newcomers have support for BICS because they can use gestures, objects, and pictures to help make the information comprehensible.

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Cognitive Academic Language Proficiency (CALP) (5)

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Includes language for formal academic learning and for written texts in content areas such as math, English literature, science, and social studies. CALP skills also encompass reading, writing, and thinking about subject-area content material. Students also use CALP skills to compare, classify, synthesize, evaluate, and infer.

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Common Underlying Proficiency Theory (CUP) (5)

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What we learn in one language transfers into a new language.

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Receptive Skills (5)

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The ability for students to understand the discussion. Typically comes before their ability to produce language.

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Productive Skills (5)

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The ability for students to express the depth and complexity of their thinking. Typically more difficult for ELLs.

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English Language Proficiency Levels

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Entering

Emerging

Developing

Expanding

Bridging

Reaching

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Metacognition (5)

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Self-monitoring related to learning; includes components of goal setting and the ability to analyze various aspects of one's own learning.

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Metalinguistic Awareness (5)

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Requires a keener than normal conscious awareness of language. We demonstrate this when we remove language from context in order to reflect in it and manipulate it. It is an important ingredient in learning to read, spell, and understand words. It also has a significant effect on reading comprehension.

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Affective Filters (5)

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An imaginary wall that is placed between a learner and language input. If the filter is on, the learner is blocking-out input. The filter turns on when anxiety is high, self esteem is low, or motivation is low. Hence, low anxiety classes are better for language acquisition. Another implication is that too much correction will also raise the affective filter as self-esteem in using the language drops.

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Social and Psychological Distance (5)

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The distance between two people; a difference in power (like between a student and a teacher).

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Social Capital (5)

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Refers to the collective value of "social networks" (who people know) and the inclinations that arise from these networks to do things for each other. Emphasizes a wide variety of quite specific benefits that flow from the trust, reciprocity, information, and cooperation associated with social networks. An example of social capital is when neighbors informally keep an eye on one another's homes. Think of the Cheers motto: "where everybody knows your name."

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Explicit Error Correction (5)

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Clearly and systematically reviewing errors in language acquisition.

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Cognates (6)

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Same linguistic derivation as another language; same original word or root; words that look similar and mean similar things across languages.

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False Cognates (6)

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Words across languages that look the same but have different meanings.

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Idiomatic Expressions (6)

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An expression that's meaning is understood by native speakers but that cannot be derived from the words.

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Tier 1 Vocabulary (6)

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Basic words that commonly appear in spoken language. Because they are heard frequently in numerous contexts and with nonverbal communication, Tier 1 words rarely require explicit instruction.Examples of Tier 1 words are clock, baby, happy and walk

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Tier 2 Vocabulary (6)

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High frequency words used by mature language users across several content areas. Because of their lack of redundancy in oral language, Tier 2 words present challenges to students who primarily meet them in print. Examples of Tier 2 words are obvious, complex, establish and verify.

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Tier 3 Vocabulary (6)

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Words that are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and should be integral to instruction of content. Medical, legal, biology and mathematics terms are all examples of these words.

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Semantic Maps (6)

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Maps or webs of words. The purpose of creating a map is to visually display the meaning-based connections between a word or phrase and a set of related words or concepts.

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Sheltered Instruction Observation Protocol Model (SIOP Model) (7)

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Lesson PreparationBuilding BackgroundComprehensible InputStrategiesInteractionPractice/ApplicationLesson DeliveryReview & Assessment

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Academic Language (8)

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Refers to the oral, auditory, and visual language proficiency required to learn effectively in schools and academic programs; it's the language used in classroom lessons, books, tests, and assignments.

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WIDA ELD Standards (8)

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Students with Interrupted Formal Education (SIFE) (8)

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Defined as immigrant students who come from a home in which a language other than English is spoken and who enter the US after the second grade, have had at least two years less shooting than their peers, function at least two years below expected grade level in reading and math, and may be pre-literate in their first language.

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English Language Learners (ELL) (9)

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ELLs are students who are unable to communicate fluently or learn effectively in English, who often come from non-English speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses.

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English Proficiency Levels (9)

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Level 1 - Basic ​Students at this level have very limited or no understanding of English. They rarely use English for communication. They can respond non-verbally to commands, statements and questions in simple form. As their oral comprehension increases, they begin to use simple words and phrases, and may use English spontaneously. They should be developing BICS at this level (see BICS page)Level 2 - Low IntermediateThese students can understand short conversations on simple topics. They rely on familiarity. They use repetition, gestures and non-verbal cues to sustain coversation. When reading, students at this level can understand basic narrative text and authentic materials, although they will be below grade level. They rely on contextual and visual cues to aid in comprehension. They can begin to identify the main idea and supporting details of passages. They can write simple notes and make brief journal entries using basic vocabulary and common language structures. Frequent errors are characteristic at this level.Level 3 - High IntermediateAt this level students can understand standard speech delivered in most settings with some repetition and rewording. They can understand the main idea and some details of extended discourse. They can communicate orally in most settings. Students at this level can comprehend the content of many texts independently, although they still may not be on grade level. They still require support in understanding academic text. They can read many literature selections for pleasure. They can write multi-paragraph compositions, journal entries, letters and creative passages. They can present their thoughts in an organized manner, but errors may still be present.Level 4 - ProficientStudents at this level have adequate language skills for day-to-day communication. Occasional structural and lexical errors still occur. They may still have duifficulty with idiomatic expressions and words with multiple meanings. They may still have difficulty with complex structures and abstract academic concepts, but are able to communicate in English in new or unfamiliar settings. Students at this level write for personal and academic purposes. Structures, vocabulary and overall organization should approximate the writing of native speakers at their level. However, it is still possible for errors to occur.Level 5 - Advanced ProficientStudents at this advanced level have demonstrated English proficiency as determined by state assessment instruments (ELPA -English Language Proficienct Assessment). They are expected to be able to participate fully with their peers in grade level content area classes.

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ACCESS for ELL's Test Administration (9)

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Listening : 25 minutes (group)

Speaking: up to 15 minutes (individual)

Reading: 35 minutes (group)

Writing: 60 minutes (group)

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2011 Mass. English Frameworks Standard 10 (10)

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Defines a grade by grade "staircase" of increasing text complexity that rises from beginning reading to the college and career readiness level.

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Evidence-Based Principles of Effective Reading Instruction (10)

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The success of these practices is demonstrated by research-based data collected according to rigorous design, and by consensus among expert practitioners who monitor outcomes as part of their practice. Includes literary-rich classroom environments, promoting metacognitive and metalinguistic awareness, building background knowledge, encouraging close reading, multicultural materials, and using multimedia to encourage reading.

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Print Concepts (10)

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Refers to the ability of a child to know and recognize the ways in which print "works" for the purposes of reading, particularly with regard to books. Measures:

That print can be used for different purposesThe relationship between print and speechThere is a difference between letters and wordsThat words are separated by spacesThere is a difference between words and sentencesThat there are (punctuation) marks that signal the end of a sentenceThat books have parts such as a front and back cover, title page, and spineThat stories have a beginning, middle, and endThat text is read from left to right and from top to bottom

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Phonological Awareness (10)

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Referring to the ability to focus on the sounds of speech as distinct from its meaning: on its intonation or rhythm, on the fact that certain words rhyme, and on the separate sounds.

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Fluency (10)

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The ability to read with speed, accuracy, and proper expression.

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Evidence-Based Principles of Effective Writing (11)

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Use first language skills as a bridge to English, use technology, and provide responsive feedback.

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Scaffold Strategies for Writing (11)

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Graphic organizers, templates, and semantic maps.

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Zone of Proximal Development (ZPD)

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The difference between what a learner can do without help and what he or she cannot do.

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Overgeneralization

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When a student has internalized a grammar rule; when the learner attempts to apply a rule across the board without regard to irregular exemptions. For example, saing "buyed" instead of "bought."

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Fossilization

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When a student makes progress in certain areas of language but gets stuck in other areas, therefore continuing to make errors in the target language.