| A | B |
|---|
| Zone of Proximal Development | is the difference between what a learner can do without help and what he or she can do with help |
| Affective Filter Hypothesis | Anxiety creates a wall between input and learning |
| Audiolingual Method | Habit formation through drill and repetition with focus on grammar |
| Bottom-up Approach | proceeds from the most basic blocks of language, such as words, and then proceeding to more complex structures, and finally to meanin |
| Communicative Approach | focus is on meaningingful communication not structure |
| Comprehensible Input | Acquisition is best achieved through I+1 |
| Content -centered Learning | Teaching language through content in areas such as math, science, and social studies |
| Critical Period Hypothesis | if somebody does not acquire a first language before a certain time (around puberty), they will lose the ability to acquire language. |
| Direct Method | Second language learning should model first language learning in that it should be learned 'directly'; grammar is taught inductively with no explanations |
| Fossilization | When an error becomes a habit of speech in a second language learner. |
| Grammar Translation Method | ocuses on translating grammatical forms, memorizing vocabulary, learning rules, and studying conjugations. |
| Morpheme | the smallest unit that conveys meaning; Markers such as the past participle 'ed used in the past tense, the present participle 'ing' used in the present progressive, or third person singular 's |
| Innatism | This is the theoretical view that children have an innate knowledge of the structures of language. |
| Input Hypothesis | The theoretical view that children have an innate knowledge of the structures of language. |
| Interactionism | The theoretical view that children have some innate knowledge of the structures of language but also require meaningful interaction with others to acquire language structures. |
| Interlanguage | forms of language that are in between their first language and their target language. |
| Monitor Hypothesis | when we learn something it won't help us produce fluent communication, but it will help us monitor our communication and correct minor errors. |
| Natural Order Hypothesis | there is a natural pre-determined order in which we can acquire language. Evidence for this hypothesis comes from studies of grammatical morphemes. |
| Pragmatic Competence | nvolves being able to use language in interpersonal relationships, taking into account such complexities as social distance and indirectness. |
| Universal Grammar | an innatist view that all people are born with some knowledge of language |
| Top-Down Approach | Studying language as a whole. |
| Task-Based Learning | Studying language as a whole. |
| Subtractive Bilingualism | When learning a second language interferes with the learning of a first language. |
| Silent Way | A designer method whereby the teacher remains mostly silent to encourage students to solve their own problems. |
| Sheltered Instruction | Using simplified English in a classroom for students who don't speak English as a first language |
| Additive Bilingualism | When learning a second language does not interfere with the learning of a first language. Both languages are developed. |
| Non-Interface | Learned knowledge and acquired language cannot mix |
| Interaction Hypothesis - (Long) | conversational interaction is essential to language learning, it may even be a sufficient means. |
| Corpus Linguistics | A collection of millions of words in context organized and stored on a computer. |
| Contrastive Analysis | Idea that areas in the languages that were different would be more difficult for learners than areas that were the same |
| Strategic Competence | The competence learners used to deal with communication break downs. |
| Sapir / Whorf Hypothesis | language forces us into habitual ways of thinking or influences perception |
| Linguistic Relativity | Hypothesized influence of language on thought |
| Aspect Hypothesis | Learners use of aspect reflects their associations between the forms marking tense and aspect. |
| Marked | a linguistic unit that is a special case, or is rar |
| Language Acquisition Device (Chompsky) | ostulated "organ" of the brain that is supposed to function as a congenital device for learning symbolic language |
| Scaffolding | n instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students |
| Feedback | The return of a portion of the output of a process or system to the inpu |
| Negotiation of Meaning | a process that speakers go through to reach a clear understanding of each other |
| BICS and CALP (Cummins) | Basic Interpersonal Communication Skills (2-3 years) and Cognitive Academic Language Proficiency (5-7 years) |
| Standard Language Ideology | belief that there is only one correct homogeneous way to speak and it is modeled after written language. |
| Critical Discourse Analysis | studies language as the primary medium of social control and power |
| Language Shift | The change from one language to another language as the main form of communication within a language group. |
| Change from Below | linguistics changes influenced by the speech of the individuals of lower social status who speak a vernacular version of the language |
| Speech Accommodation Theory | that people change the way they speak based on who they are speaking to |
| Received Pronunciation (RP) | The “standard” pronunciation of English in Britain. Traditionally taught in prestiegious schools and spoken by the 'upper class.' |
| Phatic Communion | small talk usually used in the initial and final stages of interactions |
| Code-Switching | when a speaker switches between two languages |
| Descriptive | looks at how people are using language and records it. |
| Prescriptive | says how language should be used |
| Idiolect | the individual way that a person speak |
| Wave Theory | linguistic change spread in a wave like pattern from a center of prestige |
| Register | a variation of a language according to the context in which it is being used |
| Vernacular | the least self conscious style of speech used by people in a relaxed setting with family and friends |
| Hypercorrection | people change their speech to what they think is right and appropriate. Sometimes even beyond the formality and correctness of the highest social group |
| Matched Guise | when a single speaker produces multiple accents or varieties of a language for the purposes of eliciting language attitudes |
| Avoidance | Students may avoid a difficult form so that they do not make an error |
| synchronous | communication occurring at the same time |
| Asynchronous | communication not occurring at the same time |
| Deficit Theory | based on the idea that children from low socioeconomic backgrounds are verbally deprived |
| Fricative | a consonant which is produced when one articulator approaches another so closely as to produce friction (f, v, s, z) |
| Affricate | A sound that is a combinatin of a stop and a fricative (ch & sh) |
| Dipthong | A vowel sound made up of two vowels |
| Lingua Franca | Language that is used to facilitate communication between two communities with differenct L1s |
| Phoneme | Sound that is basic to a language insofar as it can change the meaning of the word |
| Phonology | The study of the sound patterns of a language. |
| Stop | A sound produced when the air flow in the mout is cut off by contact between one articulator and another |
| District Bilingual Advisory Committee | Required if district has >= 51 LEP students. Monitors District bilingual/ESL programs. |
| Input +1 | Optimal input must be at a level slightly above that of the learner. |
| Lau v. Nichols | Supreme Court case where the Court ruled that schools must provide equal education for ELLs |
| Maintenance Bilingual Program | Bilingual program whose goal is to maintain English learner’s native language and culture |
| Morphology | he study of the meaning units in a language |
| One-Way | Bilingual program where native English speakers do not receive instruction in the native language of the English learners. |
| Pragmatics | The general study of how context affects the user’s interpretation of language. |
| Semantics | The study of meanings of individual words and or larger units such as phrases and sentences. |
| Submersion | Sink or swim approach to ELD instructio |
| Suggestopedia (Lozanov) | Communicative approach that uses Baroque music (in the session phase of a lesson) and stresses a welcoming atmosphere and natural settings. |
| Syntax | The study of the sentence patterns of a language and rules that govern the correctness of a sentence. |
| Two-Way | Bilingual program where L2 learners receive L1 instruction and L1 students receive L2 instruction |
| Allophone | alternative pronunciations of phonemes in a particular language that never affect the meaning |
| Communicative Competence (Hymes) | he speaker’s ability to put language to communicative use |
| Consciousness-raising | helping the student by drawing attention to features of the second language |
| Creole | A creole language is a new language created when children acquire their parents’ pidgin language as their first language |
| Dialect | a particular variety of a language spoken by a group united by region, class etc. |
| instrumental motivation | earning the language for a career goal or other practical reason |
| integrative motivation | earning the language in order to take part in the culture of its people |
| intonation | the change of pitch used in the sound system of language |
| PA (International Phonetic Alphabet) | Internationally agreed phonetic alphabet for writing down the sounds of languages in a consistent fashion |
| laterals | speech sounds produced asymmetrically in the mouth, typically /l/ in which one side of the tongue makes contact with the roof of the mouth but not the other |
| mental lexicon | speakers of a language store all the words they know in a mental dictionary |
| metacognitive strategie | learning strategies that involve planning and directing learning at a general level |
| MLU (Mean Length of Utterance) | MLU measures the complexity of a child’s speech by averaging the number of morphemes or words per utterance, useful as an L1 measure up to about the age of 4 years. |
| nasals | consonants created by blocking the mouth with the tongue or lips, lowering the soft palate (velum), and allowing the air to come out through the nose |
| parsing | the process through which the mind works out the grammatical structure and meaning of the sentence. whether top-down or bottom-up |
| pidgin | language created by speakers of two different languages for communicating with each other |
| plosive | speech sound made by blocking the air-stream completely with the tongue or lips, allowing the air to burst out after a brief moment, as in English /t/ tea |
| pro-drop | The pro-drop parameter (null subject parameter) divides languages into pro-drop languages in which the Subject of the sentence may be left out, as in Italian Sono di Torino (am from Turin) and Chinese Shuo (speak), and non-pro-drop languages |
| schema | the background knowledge on which the interpretation of a text depends |
| subjacency | a restriction on grammatical movement in the sentence that prevents elements moving over more than one boundary |
| teachability hypothesis (Pienemann) | an L2 structure can be learnt from instruction only if the learner’s interlanguage is close to the point when this structure is acquired in the natural setting |
| tone | a unit of pitch change for a given language |
| uvular | An /r/ pronounced with tongue contact at the uvula at the back of the mouth |
| Voice Onset Time (VOT) | When a plosive sound is created by blocking the airway through the mouth, the moment when voice starts |
| accommodation | Adapting language (spoken or written) to make it more understandable to second language learners |
| alternative assessment | an alternate way of assessing a student's content knowledge |
| bicultural | Identifying with the cultures of two different language groups |
| bilingual education | educational program in which two languages are used to provide content matter instruction |
| cognates | Words in different languages related to the same root |
| concurrent translation | bilingual teaching approach in which the teacher uses two languages interchangeably during instruction |
| context-embedded language | Communication occurring in a context that offers help to comprehension (e.g. visual clues, gestures, expressions, specific location) |
| context-reduced language | Language where there are few clues as to the meaning of the communication apart from the words themselves. |
| criterion-referenced test | nationally or locally available tests that are designed to determine whether students have mastered specific content, and allow comparisons with other students taking the same assessment |
| dialogue journal | writing in which students make entries in a notebook on topics of their choice, to which the teacher responds, modeling effective language but not overtly correcting the student’s language |
| dominant language | language with which the speaker has greater proficiency and/or uses more often |
| endangered language | language that that has a dwindling number of speakers |
| English Plus | movement based on the belief that all U.S. residents should have the opportunity to become proficient in English plus one or more other languages |
| English-only | all instruction is provided through English with no accommodations or special assistance for LEP students |
| heritage language | language a person regards as their native, home, and/or ancestral language |
| high-stakes assessment | assessment that is used to make a critical decision about a student, such as whether or not a student will move on to the next grade or receive a diploma |
| information gap | An oral language activity in which a student is rated on his or her success in describing information that is kept from a partner, such as a picture, map, or object |
| language attrition | loss of a language within a person or language group, gradually over time |
| language maintenance | protection and promotion of the first or native language in an individual or within a speech community, particularly among language minorities |
| language majority | person or language community that is associated with the dominant language of the country |
| language minority | person or language community that is not from the dominant language group |
| language proficiency | the ability toeffectively communicate or understand thoughts or ideas through the language's grammatical system and its vocabulary, using its sounds or written symbols |
| late-exit bilingual education | provide bilingual instruction for three or more years of schooling |
| linguicism | form of racism in which groups are defined and discriminated against because of the language that they speak |
| mainstream | Classes designed for native or fluent speakers of English, in which no accommodations are made for ELLs |
| metalinguistic skills | ability to talk about language, analyze it, think about it, separate it from context, and judge it |
| NABE | National Association for Bilingual Education |
| newcomer program | program that addresses the specific needs of recent immigrant students, most often at the middle and high school level, especially those with limited or interrupted schooling in their home countries |
| Threshold theory (Cummins) | two "thresholds", each a level of language competence in the first or second language that must be passed to reach the next level of competenc |
| Transfer | idea that knowledge and skills learned in the native language may be transferred to English |
| acculturation | the process of adapting to a new culture |
| acquisition | picking up a language through meaningful conversation the way children pick up languages |
| lexicon | the knowledge that a native speaker has about a language |
| Language aptitude test | measures one’s ability to learn another language |
| Integrated language assessment | an assessment that evaluating more than one of the four skills (listening, speaking, reading, and writing) simultaneously |
| Anecdotal records | informal written notes on student learning products or processes, usually jotted down from direct observation |
| semiotics | theory and study of signs and symbols, especially as elements of language or other systems of communication, and comprising semantics, syntactics, and pragmatics |
| metathesis | Transposition within a word of letters, sounds, or syllables, as in the change from Old English brid to modern English bird |
| FLES | Foreign Language in Elementary Schools |
| cloze | an exercise, test, or assessment consisting of a portion of text with certain words removed (cloze text), where the participant is asked to replace the missing words |
