| A | B |
|---|
| Scaffolding | Increased wait time, paraphrasing, use of visuals |
| English immersion | 100% of class taught in target language |
| 2 way immersion dual language | Half learn English half learn 2nd language |
| Transitional bilingual | Bilingual program that moves students to English proficiency |
| Maintenance Bilingual | Bilingual program for full bilinguilism and biliteracy |
| SIOP | Sheltered instruction observation protocol teaches language in content |
| Integrated language approach | Learning a language in context, Reading, Writing, Speaking |
| ELL | English language learners |
| Krashen | Suggests reading material be slightly above students reading level ZPD |
| ZPD | Zone of Proximal Development (Krashen) |
| Preliterates | speak language where there is no written form |
| Nonliterates | there is written form for native language but have not learned it |
| Semiliterates | have basic skills, write read own name |
| Nonalphabetics | literate in language without an alphabetic system(Chinese) |
| IATEFL | International Association of Teachers of English as a foreign language. |
| TESOL | Teachers of English to speakers of other languages. Publish a research Journal TESOL Quarterly |
| ACTFL | American Council on the Teaching of Foreign languages |
| NAFSA | National Association of International Educators |
| LFS | limited formal schooling |
| BICS | Basic Interpersonal Communication Skills |
| CALP | Cognitive Academic Language Proficiency |
| ESL | English as a second language |
| LEP | Limited English Proficiency |
| LES | Limited English Speaking |
| NEP | Non-English Proficient |
| NES | Non-English Speaking |
| ELL | English Language Learner |
| ESOL | English to Speakers of other languages |
| IPT | Idea Proficiency Test |
| LAS | Language Assessment Scale |
| KELPA | Kansas English Language Proficiency Assessment |
| L1 | First Language |
| L2 | Second Language |
| Implicit Instruction | exposed to alot of different books is how most new words are acquired |
| Explicit Instruction | providing definitions and examples |
| Multimedia methods | graphic representations |
| Capacity Methods | reading is practiced |
| Association methods | making connections between known and unknown words |
| Multiple exposures | to vocabulary is critical |
| Learning in context | vocabulary and skills to be learned are tied to the context in which they are to be applied. |
| Tier One Words | encountered everyday. No need to teach |
| Tier Two Words | high frequency for academic content (biggest bang) |
| Tier Three Words | rare words that are limited to specific domains of content |
| Cognates | Words with similar roots in L1 & L2.(fruit/fruitia) |
| False Cognates | words that sound similar, but have no meaning in common |
| CONTEXT-EMBEDDED | STORYTELLING PICTURES, CONTEXT(FACIAL) |
| CONTEXT-REDUCED | PHONE CONVERSATION(CAN'T SEE FACIAL GESTURES (EMAIL, TEXT) |
| COGNITIVELY DEMANDING COMMUNICATION | REQUIRES ANALYTICAL THINKING AND CONTAINS SPECIALIZED CONCEPTS(CALP) |
| COGNITIVELY UNDEMANDING | PLAYGROUND TALK; MINIMAL CRITICAL THINKING (BICS) |
| BOTTOM UP READING | FOCUS IS ON THE ACTUAL WORDS IN THE TEXT (READING BACKWARDS |
| TOP DOWN READING | FOCUS ON GENERAL MEANING(SKIMMING) |
