|
Term |
Definition |
| Affective Filter Hypothesis |
A “mental block” which prevents the ELL from acquiring new
language or fully learning new academic language. Researchers
suggest several techniques for lowering the affective filter,
such as sheltered instruction techniques. [Krashen, S. and
Terrell, T., 1983] |
| BICS |
Basic Interpersonal Communication Skills is the
social, conversational language usually used for oral
communication and writing. For Ells, BICS usually takes
1-3.years to develop. Often misinterpreted as language
competence by non-ESL professionals. Students need to develop
their CALP skills to be fully proficient speakers of
English. |
| CALLA |
Cognitive Academic Language Learning Approach
trains teachers to focus on teaching students explicit
learning strategies to use for academic tasks. The language
strategies instruction clusters the strategies into three
categories: Metacognitive [thinking about or preparing for
learning], Cognitive [manipulating academic content materials
to learn], and Social and Affective [working with others or
requesting assistance to learn]. |
| CALP |
Cognitive Academic Language Proficiency is the
academic language of the classroom. It takes students 5-7+
years to become proficient in academic content language due to
the absence of non-verbal clues, the abstract nature of
academic language, expository nature of content area
textbooks, and the increased demands of building and using an
academic vocabulary. |
| Comprehensible
Input |
ELLs acquire language presented in
comprehensible way, through such methods as modified speech,
use of visuals, manipulatives, structured instruction, etc. It
is sometimes called the “I + 1” of instruction, which means
providing “input” which is one step ahead of where the
student’s secure knowledge is right now. |
| Culture Shock |
A period of time during which the ELL is
experiencing difficulty adjusting to the new cultural
environment due to differences between the new culture and the
native culture. |
| CUP |
Common Underlying Proficiency is a model of
bilingualism represented as either two icebergs or a profile
of a head with a bubble inside. The model indicates that both
first and second language operate through the same central
processing system. Thus, if proficiency is attained in first
language, it can be used to facilitate the development of
proficiency in a second language. |
| ELL |
English Language Learner describes a student for
whom English is not the first or native language. |
| ESL |
English as a Second Language. Denotes a
specialized program of English Language instruction for
non-native speakers of English. An ESL Program consists of 10
or more students in a school district. This program requires
the services of certified ESL teacher. |
| ELS |
English Language Services. Denotes an
instructional program for non-native speakers when there are
less than 10 students in a school district. This program does
not require the services of a certified ESL teacher. |
| Language Acquisition |
A subconscious process through which the ELL acquires,
rather than learns language. It is the “knowing about”
language rather than learning academic language. |
| LEP |
Limited English Proficient is a term which describes
the English Language Learner in the process of acquiring and
learning second language. |
| Monitor Hypothesis |
It is believed that ELLs use a monitor from learned
conscious language to correct errors in speech, reading and
writing. [Krashen, S. and Terrell, T. 1983] |
| Silent Period |
A period of one day to one year in which the ELL
does not speak. Usually students at Stage I: Preproduction
have a silent period in which they are listening and
“absorbing” the language. Before producing it. The silent
period varies from culture to culture. |
| Student Support Schema |
A grid with 4 quadrants, which provide a visual
representation of cognitively demanding and undemanding tasks
for the ELL in academic and non-academic contexts. [See
graphic in Section Two] |
| Total Physical Response (TPR) |
A method for teaching language to Stage I:
Pre-production students. Language is taught through physical
activity, mime and gestures. [Asher,
1977] |
