Glossary and Frequently Used Acronyms

Frequently Used Acronyms
Related to English Learners
AMAO
API
AYP
BCLAD
CDE
CELDT
CLAD
CPM
DIS
DELAC
EIA - LEP
ELAC
EL
CST in English
language arts
ELD
EO
ESL
FAPE
FEP
Siglas de uso frecuente
relacionadas al estudiante de inglés
Annual Measurable Achievement Objectives
Objetivos anuales mensurables para el logro académico
Academic Performance Index
Índice de desempeño académico
Adequate Yearly Progress
Avances anuales adecuados
Bilingual Cross-cultural Language and Academic Development Certification
Certificado en el Conocimiento Lingüístico y Académico Intercultural y Bilingüe
California Department of Education
Departamento de Educación del Estado de California
California English Language Development Test
Prueba de California Sobre el Desarrollo del Conocimiento del Idioma Inglés
Cross-cultural Language and Academic Development
Certificado en el Conocimiento Lingüístico y Académico Intercultural
Categorical Program Monitoring
Revisión de programas por categorías
Designated Instruction and Services
Instrucción y servicios designados
District English Learner Advisory Committee
Comité Consultivo Distrital del Programa Para Estudiantes de Inglés
Economic Impact Aid - LEP Supplemental Funding
Ayuda para compensar efectos económicos – Fondos suplementarios para
estudiantes LEP
English Learner Advisory Committee, school level (formerly BAC)
Comité Consultivo del Programa Para Estudiantes de Inglés, a nivel de la
escuela (anteriormente conocido por BAC)
English learner (also known as LEP)
Estudiante de inglés como segundo idioma (también conocido como estudiante
con limitado conocimiento del inglés o LEP por sus siglas en inglés)
California English-Language Arts Standards Test
Examen Normalizado de California en Artes del Lenguaje Inglés
English Language Development
Desarrollo del conocimiento del idioma inglés
English Only
sólo inglés
English as a Second Language
Inglés como segundo idioma
Free and Appropriate Public Education
Educación pública, apropiada y gratuita
Fluent English Proficient (Reclassified-RFEP or Initial-IFEP)
Competente en inglés (Redesignado como estudiante competente en inglés – RFEP
o Inicialmente identificado como estudiante competente en inglés – IFEP)
Frequently Used Acronyms
Related to English Learners
HLS
IDEIA
IFEP
L1
LDS
LEA
LEP
NCLB
OCR
RFEP
R30-LC
SBE
SDAIE
SPEDLEP
SST o CST
Siglas de uso frecuente
relacionadas al estudiante de inglés
Home Language Survey
Encuesta sobre el idioma hablado en el hogar
Individuals with Disabilities Education Improvement Act
Ley para el mejoramiento de la educación de personas con discapacidades
Initial Fluent English Proficient
Identificado inicialmente como estudiante competente en inglés
Primary Language
Lengua materna
Language Development Specialist
Especialista en la enseñanza del idioma
Local Educational Agency
Dependencia local de educación
Limited English Proficient (also known as English learner)
Estudiante con limitado conocimiento del inglés (también conocido como
estudiante de inglés)
No Child Left Behind Act of 2001
Ley que exige que no se deje atrás a ningún niño en cuanto a su enseñanza
Office for Civil Rights (U.S. Dept. of Education)
Oficina de Derechos Civiles (Departamento de Educación de los EE. UU.)
Reclassified Fluent English Proficient
Redesignado como estudiante competente en inglés
Annual Language Census Report (form R30-LC)
Informe anual sobre el censo del lenguaje (formulario R30-LC)
State Board of Education
Junta de Educación Estatal
Specially Designed Academic Instruction in English
Instrucción académica en inglés estructurada con fines específicos
English learner or LEP student in Special Education
Estudiante en el programa de enseñanza especial que está aprendiendo el inglés
o que tiene limitado conocimiento del inglés
Student Study Team or Child Study Team
Equipo que realiza un estudio del alumno o Equipo que realiza un estudio del niño
GLOSSARY
Acculturation
Learning how to adapt to and function effectively within the mainstream culture.
Additive Bilingualism
A process by which individuals develop proficiency in a second language subsequent to or
simultaneous with the development of proficiency in the primary language.
Affective Filter
A construct developed to refer to the effects of personality, motivation, and other affective
variables on second language acquisition. These variables interact with each other and with
other factors to raise or lower the affective filter. It is hypothesized that when the filter is
"high," the person who is acquiring L2 is not able to adequately process "comprehensible
input."
Alienation
The process of estrangement from one’s own heritage.
unconscious.
Can be conscious or
Anomie
Disorientation, anxiety, feeling of isolation.
Assimilation
Adopting mainstream culture completely, without regard to the ramifications for one's
cultural identity, family, ethnic community life, or cross-cultural relations.
Audio-Lingual Method
A second language teaching method based on practicing language patterns stemming from
skinner's work in behavioral psychology involving conditional response. The method is
characterized by direct error correction, pronunciation practice and response in complete
sentences in the initial stages of second language acquisition, and therefore, has decreased in
popularity.
Basic Interpersonal Communicative Skills (BICS)
The type of language used in face-to-face communication in non-academic settings. BICS are
sometimes called playground language, social language, survival language or the language of
common communication.
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Bilingual Education
An instruction design in which English learners are able to learn grade level subject matter
through their native language while acquiring English.
CLAD
Cross-cultural Language & Academic Development Credential
BCLAD
Bilingual Cross-cultural Language & Academic Development Credential
Cognitive Academic Language Proficiency (CALP)
The types of language skills necessary to survive in an academic setting in a second language
when the learner is required to think abstractly. CALP is also referred to as school language,
academic language or the language of decontextualized instruction (lecture/textbook).
Communicative-Based ESL
A second language instructional approach in which the goals, teaching methods and techniques,
and assessments of student progress are all based on behavioral objectives defined in terms of
abilities to communicate messages in the target language. In communicative-based ESL, the
focus is on language function and use and not on language form and usage. Examples of
communicative-based ESL instructional approaches include Suggestopedia, Natural Language,
and Community Language Learning.
Comprehensible Second-Language Input
A construct developed to describe understandable and meaningful language directed at L2
acquirers under optimal conditions. Comprehensible L2 input is characterized as language
which the L2 acquirer already knows (i) plus a range of new language (i + 1), which is made
comprehensible in formal schooling contexts by the use of certain planned strategies.
These strategies include but are not limited to: (a) focus on communicative content rather than
language forms; (b) frequent use of concrete contextual referents; (c) lack of restrictions on L1
use by L2 acquirers, especially in the initial stages; (d) careful grouping practices; (e) minimal
overt language form correction by teaching staff; and (f) provision of motivational acquisition
situations.
Comprehensive Input (CI)
CI+1 is the input or message the learner receives that is just slightly above the language he/she
already knows. Input is made comprehensible by context, tapping prior knowledge, speed
modification and linguistic clues or helpers (visuals, props, AV, etc.)
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Context-Embedded Language
Language that has context clues or linguistic helps that makes in more meaningful to second
language speakers. Common context clues include: props, visuals, AV, manipulatives, charts,
diagrams, etc.
Context-Reduced Language
Language that is decontextualized, that is, there are few clues or linguistic helps to increase
comprehensibility for the second language speaker.
Culture
The conscious and unconscious way of life of people, including attitudes, values
behavior, and material things.
Culture Conflict
Caused by differences in home and school expectations or inability to assimilate.
Culture Shock
A common reaction of one who is learning a new culture and language. Responses
include irritability, confusion, hostility, estrangement, and panic.
Discrimination
Treatment that favors one person or group over another.
ELD
A developmental second language instructional program leading to native-like language
proficiency in English.
Grammar-Based ESL
A second language instructional approach in which the goals, teaching methods and techniques,
and assessments of student progress are all based on behavioral objectives defined in terms of
abilities to produce grammatically correct utterances in the target language. In grammar-based
ESL, the focus is on language form and usage and not on language function and use. Examples
of grammar-based ESL instructional approaches include Grammar-Translation,
Audiolingualism, and Cognitive Code.
Grammar-Translation Approach
A foreign language teaching approach that teaches the second language through the first. The
emphasis is on learning the second language by mastering the usage rules, grammatical form
and translation activities.
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Immersion
Begun in Canada with French immersion programs for "majority language" students. Students
are instructed in the "minority language" while maintaining their native tongue. The U. S.
replication is "Two-Way Immersion" in which English speakers add a second language
(Spanish, Japanese, Korean, etc.) while English learners develop in their primary language and
add English.
Immersion Classes
Subject matter class periods delivered in L2 in which teachers: (1) homogeneously group L2
acquirers, (2) speak in a native speaker to non-native speaker register similar to "motherese" or
"foreigner talk," and (3) provide L2 acquirers with substantial amounts of "comprehensible
second language input."
Immersion Program
An organized curriculum that includes: (1) L1 development, (2) L2 acquisition, and (3) subject
matter development through L2. Immersion programs are developed and managed so that
participating students may develop proficient bilingualism.
Input
The messages received in the second language. We acquire the new language when the
message or input is understandable, not by understanding how it is said or read.
Limited Bilingualism
A level of bilingualism in which the students acquire functional fluency in both languages but
do not attain literacy in neither. Such students usually experience difficulty in academic
settings in both L1 and L2.
L1
Refers to the mother tongue, the native language, the home language, the language learned first.
L2
Any acquired additional language. L2 refers to the non-native language even if it’s the third or
tenth secondary language system, thus L3 or L4 is not used.
Monitor
A construct developed to refer to the mechanism by which L2 learners process, store, and
retrieve conscious language rules. Conscious rules are placed in the Monitor as a result of
language learning. In order to effectively use the Monitor, L2 users must: (1) have sufficient
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time to retrieve the desired rule, (2) be involved in a task focused on language forms and not on
language functions and (3) have previously learned correctly and stored the rule. These three
conditions are rarely present in normal day-to-day conversational contexts.
Natural Approach
A second language method that focuses on communication or fluency as its primary objective.
Speech is not forced, but is allowed to emerge naturally. It is characterized by low-anxiety, as
focus in on, meaning as opposed language form or sub-skills of language.
Partial Bilingualism
A level of bilingualism at which individuals attain native-like proficiency in the full range of
understanding, speaking, reading, and writing skills in one language but achieve less than
native-like skills in some or all of these skills areas in the other language.
Pluralism
A condition in which members of diverse cultural groups have equal opportunities for
success, cultural similarities and differences are value, and students are provided
cultural alternatives.
Prejudice
An opinion formed without enough knowledge or thought; biased about someone or
something.
Proficient Bilingualism
A level of bilingualism at which individuals attain native-like proficiency in the full range of
understanding, speaking, reading, and writing skills in both L1 and L2.
Racism
Unfair behavior whereby one race has and uses power over another.
Specially Designed Academic Instruction in English (SDAIE)
Specially Designed Academic Instruction in English for the purpose of making the core
curriculum accessible to English learners.. SDAIE (sometimes called sheltered English)
enables students who have achieved at least intermediate fluency English to grasp subject
matter concepts and develop high level English proficiency. SDAIE is not a substitute for
content in the primary language. The caveat in this approach is that the students' prior
knowledge will determine is he/she is able to get out of sheltered content lessons.
Stereotype
A generalization or oversimplification about a whole group of people.
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Submersion Classes
Subject matter class periods delivered in L2 in which teachers: (1) mix native speakers with
second language acquirers, (2) speak in a native speaker-to-native speaker register, and (3)
provide L2 acquirers with only minimal amounts of "comprehensible second language input."
Submersion Program
An organized curriculum designed for native speakers of a language but often used with
language minority students. No special instructional activities focus upon the needs of
language minority students. Submersion programs are often referred to as "Sink or Swim"
models. In such programs, language minority students commonly experience a form of
subtractive bilingualism, usually limited bilingualism.
Subtractive Bilingualism
A process by which individuals develop less than native like Cognitive/Academic Language
Proficiency in L1 as a result of improper exposure to L1 and L2 in school. In certain instances,
some individuals additionally experience loss of Basic Interpersonal Communicative Skills in
L1. In such cases, L1 Basic Interpersonal Communicative Skills are replaced by L2 Basic
Interpersonal Communicative Skills.
Target Language
Second language you wish the learners to acquire. ELD instruction involves the direct method,
that is instruction solely in the target language with language accommodation to insure
understanding.
Total Physical Response
The instructional method most commonly used with beginning second language students
involving the use of commands by the teacher to develop receptive language. Students respond
non-verbally to the teacher's commands.
Transitional Bilingual Education Program
An organized curriculum that includes: (1) L1 development, (2) L2 acquisition, and (3) subject
matter development through L1 and L2. In Early Transitional programs, students are exited
to English submersion programs solely on the basis of the acquisition of L2 Basic Interpersonal
Communicative Skills. In Late Transitional programs, students are exited on the basis of
attainment of native-like levels of both L2 Basic Interpersonal Communicative Skills and L2
Cognitive/Academic Language Proficiency sufficient to sustain academic achievement through
successful completion of secondary school.
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