| A | B |
|---|
| Additive bilingualism | A situation in which a second language is eventually added to a student's native language without replacing it |
| Assimilationist discourses | Discourses that devalue ELL's home languages and cultures, seeing them as problems to overcome (also called monolingual discourses). |
| Emergent Bilingual | An alternative label for ELLs that draws attention to the other language or languages in the learners' linguistic repertoires, situates these learners in a continuum of bilingual development |
| English Language Learner (ELL) | A label for students who are non-native speakers of English and are in the process of attaining proficiency in English. Sometimes shortened to EL. |
| Limited English Proficient (LEP) | A label for students who have not yet attained proficiency in English. Although the ELL label is preferred, LEP remains an officiallegal designation in federal and in many states' legislation |
| English as a Second Language(ESL) | An academic subject, course, or program designed to teach English to students who are not yet proficient in the language |
| Fluent English Proficient (FEP) | The official designation for former ELLs who have attained sufficient English proficiency to meet their state's criteria for redesignation. |
| Heritage Language | A non-English Language to which one has a family tie |
| Language-as-Problem Orientation | A point of view in which the home language of ELLs is viewed as a problem to be overcome as students learn English and academic content |
| Language-as-Resource Orientation | A point of view in which the native language of ELLs is viewed as a strength to be developed and built upon to help students learn English and academic content |
| Language Majority Students | Describes students who are native speakers of the standard language variety spoken by the dominant group of a given society |
| Language Minority Students | Describes students who are not native speakers of the language spoken by the dominant group of a given society |
| Redesignation | The reclassification of a student from English Language Learner (ELL) or limited English proficient (LEP), to Fluent English Proficient (FEP), based on criteria established by a school district or state |
| RtI Response to Intervention | A model for school improvement and for identifying students in need of special education involving three tiers of instructional support and interventions |
| Sequential bilingualism | The development of proficiency in a second language after proficiency has been developed in the first language |
| Simultaneous bilingualism | The development of proficiency in two languages at the same time |
| Special Education | Specially designed instruction to meet the unique needs of a child with a disability, guided by regulations in the Individuals with Disabilities Education Act |
| Subtractive bilingualism | A situation in which a second language eventually replaces a student's home language |
| Pluralist Discourses | Discourses that recognize ELLs' home languages and cultures as rich resources for helping them learn English and academic content and strive to help them develop high levels of proficiency and literacy in both languages (also called multilingual discourses). |
