Term
| CLAP (Cognitive Academic Language Proficiency) |
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Definition
| A highly developed level of proficiency that allows a person to use abstract, decontextualized, language completely and confidently to perform challenging academic work. |
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Definition
| This terms refers to the meaningful context-supported language that is clearly understood by the learner.Language that is acquired through comprehended messages. |
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| ELL (English Language Learner) |
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Definition
| The preferred term for ESL |
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| The linguist term for referring to the system of sound-letter relationships in a language. |
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| A survey conducted (only once) in English and the native language to determine the language normally used in the home and the language used by the student. |
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| LEP (Limited English Proficient) |
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Definition
| The term usually used in education for students whose English skills are insufficient for them to succeed in the regualar curriculum. This classification is based on a home language a combination of criteria including a home language survey, language dominance test scores and English achievement scores. |
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| LPAC (Language Proficiency Assessment Committee) |
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Definition
| a committee required by Texas Law, which is responsible for making determinations of limited English proficient students' language proficiency, program placement and assessment. |
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| Smallest unit of language that has meaning (e.g. ly, re ) |
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| A student whose English language skills are proficient and has met exit criteria. |
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| The smallest unit of language that serves to distinguish one utterance from another. When represented in writing a phoneme is placed between forward slashes (e.g./b/) |
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| The linguistic term for knowledge of how to use language appropriately in a range of informal and formal settings. |
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| The linguistic term for the meaning of words or groups of words used together. |
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| The linguistic term for the structure of sentences and how words can legitimately be put together in a sentence commonly through of as grammar. |
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Definition
| This philosophy is a child-centered view of learning where the child constructs new knowledge based upon the negotiation of prior knowledge and constructed from experience. |
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Term
| BICS (Basic Interpersonal Communications Skills) |
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Definition
| Social language that is necessary for basic everyday communication. Also known as conversational language. |
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| Process whereby a person learns to adapt to new surroundings through low anxiety and emotional support to incorporate social and cultural ideas and traditions and become part of the new culture without losing his/her own sense of self worth as he/she gains new social and cultural ideas and traditions. |
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| A test or exercise of reading comprehension in which the student is asked to supply words systemically removed from the test. |
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| ESL (English as a Second Language |
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Definition
| An educational approach in which limited English proficient students are instructed in the use of the English Language. The instruction is based on a special curriculum that typically involves little or no use of the native language and is usually taught during specific school periods. |
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Definition
| A flow chart or diagram much like the frame work for diagramming sentences in English grammar. |
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| New arrivals who have been in the U.S. for less than five years and are very well educated in their native language. |
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| A distinctive category of literary composition such as a novel, short story, poem, play. |
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| A note-taking and study system developed by Cornell University and is a systematic way of recording notes with an effective method of processing information for learning and recall. |
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| A general term for teaching approaches for limited-English proficient students that do not involve using a student's native language. |
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Definition
| A text reading technique designed as a cooperative learning activity for all students. A 'group' is assigned to read a section of the text. As a group, the students read the section; then discuss what was read, determining essential information and key vocabulary. The group reports their findings to the rest of the class. |
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Definition
| The first language that a person acquires, also the mother tongue, primary, or native language. |
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| The second language that a person acquires. |
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Definition
| Objectives that imply awareness, reflection, and interaction and are used in strategies that are integrated, interrelated, and recursive in manner. |
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Definition
| A writing strategy for increasing student understanding of reading materials especially in the content areas: Role, Audience, Format, Topic |
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Definition
| Real-life objects that enable student ot make connections to their own lives. For example, a bank deposit slip and a check register for a unit on banking. |
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Definition
| Reading Proficiency Test in English. |
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| A diagrammatic outline or representation; a person's understanding/perception of the world. (plural--schemata) |
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Definition
| Texas Assessment of Knowledge and Skills |
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| Texas Essential knowledge and skills |
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Definition
| Total physical response-a language learning approach based on the relationship between language and its physical representation or execution. |
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Definition
| ELL participate in content courses with grade-level objective delivered through modified instruction that makes the information comprehensible to students |
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| Statements that identify what students should know and be able to do in particular. |
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Definition
| Statements that identify what students should know and able to do while using English. They support students' vocab, functional language, questioning, articulating predictions or hypotheses, reading, writing and so forth. |
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Term
| Content Based ESL Instruction |
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Definition
| An instructional approach in which content topics are used as the vehicle for second language learning. A system of instruction in which teachers use a variety of instructional techniques as a way of developing second language, content, cognitive skills, and study skills often delivered through thematic units. |
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Definition
| Language used in formal contexts for academic subjects. The aspect of language connected with literacy and academic achievement. |
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| A strategy used to provide contextual support for meaning during instruction, such as the use of visual, graphic organizers, modeling or questioning. These supports can be withdrawn as learners are able to demonstrate competencies. |
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| Measures of the degree of agreement between two different raters on separate ratings of one assessment indicator using the same scale and criteria. |
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Definition
| Knowledge which the readers has prior to engaging in the lesson or reading. Sometimes referred to as schema. It is important to activate prior knowledge before the lesson or reading. This allows students to connect what they are learning/reading with what they already know. |
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| Learning to learn; thinking about the learning process. |
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Term
| Differentiated Instruction |
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Definition
| A flexible approach to teaching in which the teachers plans and carries out a varied approach to content, process, and product in anticipation of and in response to student differences in readiness, interests, and learning needs. |
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| Putting words together into meaning phrases. |
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| A reading comprehension or listening technique that eliminates every nth word (usually the 10th word) in a passage to test mastery of comprehension of written or spoken language students fill in the blanks with the appropriate word. |
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| Linguistic term referring to language longer than single sentences e.g. conversations or various written genres. |
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| A pair of words which differ in only one phoneme, or sound ( g.g. hit/heat or lice/rice) |
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| The study of how words change and word parts. |
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| The study of the sound system of any language. |
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| The study of how words change and word parts. |
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| The period of time that language learner is silent. The period may last up to several months |
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