Terminology
- EL:
- English Learner
- ELL:
- English Language Learner
- LEP:
- Limited English Proficient
- NEP:
- Non-English Proficient
A designation that indicates that the student is not proficient
in English in one or more of the following areas: listening,
speaking, reading and writing. This term is no longer used.
- FEP:
- Fluent English Proficient
A designation that indicates that a student is fluent in
the areas of listening, speaking, reading, and writing in
the English language.
- Bilingual Education:
- A basic tenet of bilingual education is that students
are provided content area instruction in their native language.
The objective of such instruction is to develop cognitive
academic language proficiency (CALP) and provide access
to core curriculum in the language in which the students
already have fluency. This enables students to develop the
academic foundation necessary to participate in Specialty
Designed Academic Instruction in English (SDAIE) and ultimately
in mainstream English curriculum. English Language Development
(ELD) is an integral component of any bilingual program.
Research has indicated that bilingual programs, when done
well, ensure optimal opportunity for English language development
and academic success.
Bilingual Education is usually a misnomer in secondary school
settings in that in a truly bilingual classroom the students
would include both native speakers of English and students
who are fluent in a non-English language. In secondary schools,
“bilingual” classrooms are usually comprised
exclusively of students who are developing English as a
second language. Content instruction tends to be delivered
exclusively in the non-English language.
- Bilingual:
- A person who understands and speaks two languages.
- ELD:
- English Language Development
The purpose of ELD is to teach English vocabulary, functions,
forms, and structure. The language of the instructor is
English. ELD levels include:
- Level 1: Beginning
- Level 2: Early Intermediate
- Level 3: Intermediate
- Level 4: Early Advanced
- Level 5: Advanced
English Language Development (ELD) was formerly referred
to as English as a Second Language (ESL). ELD is instruction
in the target language, English, which is not the home language
of the students. Research has shown that through providing
students with comprehensible input in a comfortable setting
encourages two-way interaction and language acquisition
occurs. ELD classes focus on language development and are
not designed to teach content. Content ELD does not equal
SDAIE.
- CELDT:
- California English Language Development Test
A test mandated by the state of California to be given to
all English learners in order to determine the English Language
Development Level (ELD) of the student. The ELD levels are
as follows:
- Level 1: Beginning
- Level 2: Early Intermediate
- Level 3: Intermediate
- Level 4: Early Advanced
- Level 5: Advanced
- ESL:
- English as a Second Language (now referred to as ELD)
Instruction in English that is specifically designed to
meet the needs of non-native speakers of English in learning
the English language.
- Comprehensible Input:
- SDAIE content instruction provided to ensure that the
English learner comprehends the lesson.
- Language Acquisition:
- Process of “picking up” a language similar
to the way children develop first language competence. Language
is acquired by the desire to use and communicate it. This
differs from the teaching of language through conscious
awareness of its rules.
- Dual Iceberg Theory
- The belief that a person who is bilingual maintains one
common pool of knowledge in their brain (the base of the
iceberg). They can then express that knowledge in either
of two languages (the two tips of the iceberg).
- BICS:
- Basic Interpersonal Communication Skills
Everyday conversational ability; the first level of
language proficiency acquired by an English learner.
- CALP:
- Cognitive Academic Language Proficient
Acquisition of language skills are not outwardly apparent
in everyday conversation such as skills in making inferences,
debating, rationalizing, etc.
- Language Proficiency:
- Language ability that encompasses 'BICS' and 'CALPS' in
listening, speaking, reading, and writing. The everyday
conversation ability and the academic proficiency.
- PLI:
- Primary Language Instruction
Instruction of curriculum given via the student's native
language.
- TPR:
- Total Physical Response
TPR is utilized in the beginning of English instruction
given to a NEP student where the responses are given in
a nonverbal manner. The lessons usually involve following
commands and use a great deal of body language.
- ELAC:
- English Learner Advisory Committee
An advisory committee comprised of the parents of the English
learner students at the site, as well as school personnel.
- DLAC:
- District English Learner Advisory Committee
See ELAC.
- CLAD:
- Cross-cultural Language and Academic Development
The CLAD is a supplementary credential which is tagged on
to a person's existing credential, allowing the person to:
- Provide ELD to students for which the main credential
authorizes the teaching of, and
- Provide SDAIE to students in the curricular subjects
for which the main credential authorized the teaching
of.
- BCLAD:
- Bilingual Cross-cultural Language and Academic Development
The BCLAD credential requires the same academic preparation
as CLAD, as well as both written and oral fluency in a second
language. BCLAD qualifies the holder to teach in a foreign
language, as well as in any setting that requires the CLAD.
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- SDAIE:
- Specially Designed Academic Instruction in English
Specially Designed Academic Instruction in English (SDAIE)
was formerly referred to as sheltered instruction. It is
contextualized instruction in the content areas delivered
in the target language, English. The primary objective of
SDAIE is concept development in the core curriculum;
subject matter standards are addressed. Teachers understand
language acquisition and design lessons that consider the
special linguistic and cultural backgrounds of the students.
Cognitive academic language proficiency is further developed
in English. Optimally, students placed in SDAIE content
classes have literacy skills in their primary language and
have achieved intermediate fluency in English.
Teaching curriculum content so it is comprehensible to those
students for whom English is not their primary language
by using a variety of strategies including the following
examples:
- Simplifying the input (slower speech rate; clear
enunciation; controlled vocabulary/idioms; controlled
sentence length/complexity)
- Adding contextual clues (kinesics: gestures, facial
expressions, acting out meaning, and concrete referents:
props, realia, visuals)
- Promoting communicative interaction (clarification
requests, repetitions, expansion)
- Regarding reading
- focus on form (preview structures and vocabulary;
simplify the reading material).
- Focus on content/meaning (discuss pictures;
discuss the context format; set up questions
or predictions)
- Enhance lessons (do not correct structural errors;
model correct forms; focus on topics or notions
not structures; focus on meaning, not grammar;
emphasize receptive vocabulary rather than productive
vocabulary in the initial stages)
- Use the (L1) primary language to support English achievement
(promote individual projects in L1; allow students
to use L1 in class; have parents use L1 at home
in reading, writing, and explaining)
- Improve student status (promote equal status group
activities and cooperative learning; observe students
as individuals by recognizing their learning strengths
and interaction patterns, then build upon those insights
to create a classroom environment that supports success
for all students).
- Use graphic organizers.
- Assess prior knowledge.
- Use cooperative learning strategies.
- Use hand-on activities.
Click here for a chart to
modify lessons for SDAIE.
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