| A | B |
|---|
| bilingual immersion | Describes programs that target language minority students who are English dominant and native English speakers who desire to become bilingual. Students are initially instructed 90% to 100% in the non-English target language for the first 2 years of the program. Instruction evens out gradually to 50% instruction in English and 50% in the non-English language as students move up in grade level. |
| bilingual strategies | Refers to the use of translanguaging and other strategies for providing support for English language learners in their home language during language and academic content-area instruction. |
| developmental bilingual education | A form of bilingual education for ELLs who initially receive about 90% of content-area instruction in their home language and 10% of content-area instruction through sheltered instruction. Home language instruction increases, as students move up in grade level. Instruction continues in both languages until the end of the program, even after students attain proficiency in English, to ensure that they attain strong bilingual and biliteracy skills. Also referred to as maintenance late-exit bilingual education |
| dual language education | Refers to bilingual education programs that develop bilingualism, biliteracy, grade-level academic achievement, and sociocultural development for all students. Also called dual immersion. Includes both one-way and two-way immersion programs |
| English as a second language | An academic subject, course, or program designed to teach English to students who are not yet proficient in the language. |
| English Language Development (ELD) | An alternative label for English as a second language (ESL) programs and instruction, commonly used at the elementary school level. |
| heritage language program | A program for language minority students to develop or maintain their heritage language; includes bilingual programs for ELLs, foreign language classes targeting native speakers in K-12 and post-secondary education, and community-based after-school or weekend programs. |
| heteroglossic perspective | Views bilingualism as the norm and treats the languages of bilinguals as co-existing. |
| home language instruction | The teaching of literacy or content-area instruction in the home language of ELLS |
| monoglossic perspective | Views monolingualism as the norm and treats the languages of bilinguals as two separate distinct systems, as if students are two monolinguals in one (double monolingualism). |
| newcomer program | For beginning-level ELLs who have been in the United States for only 1 or 2 years. Such programs typically provide intensive English instruction and may include some home language instruction and ample primary language support. |
| one-way immersion | A dual language bilingual education program that typically serves only speakers of the same home language. Programs serving all ELLs are more accurately called developmental bilingual education. Programs serving all English speakers are more accurately called bilingual immersion programs |
| sheltered English immersion (SEI) | A program model for ELLs that combines English as a second language (ESL), sheltered content-area instruction, and bilingual strategies. Sometimes called structured English immersion |
| sheltered instruction | Grade-level content-area instruction provided in English in a manner that makes it comprehensible to ELLs while supporting their English language development. |
| Sheltered Instruction Observation Protocol (SIOP) | An instructional model and tool for planning implementing, and evaluating sheltered English content-area instruction developed by Echevarria, Vogt, and Short (2017) |
| specially designed academic instruction in English | Another term for sheltered instruction preferred in California and other states because it places emphasis on the fact that such instruction is academically rigorous but specially designed to match the linguistic needs of the student. |
| submersion | The process of placing ELLs in a mainstream classroom where they receive no English as a second language (ESL), sheltered content instruction, or primary language support. Also called, "sink or swim" |
| transitional bilingual education (TBE) | A program model for ELLs in which home language in which home language content-area instruction is provided for the first few years of the program, in addition to sheltered English content-area instruction and English as a second language (ESL). The amount of home language instruction decreases as sheltered English immersion incereases. Students are transitioned to mainstream classrooms after just a few years in the program. |
| translanguaging pedagogy | Education that effectively leverages the translanguaging practices of multilingual learners and teachers in bilingual and English-medium classrooms. |
| two-way immersion | A dual language bilingual education program that serves both English speakers and ELLs from the same language background. Variations emphasize the amount of time devoted to each language. In a 50/50 model, half of the instruction is in English and half is in the other target language across swveral grade levels. In a 90/10 model, instruction begins in kindergarten and 1st grade with 90% of instruction in the home language, and 10% in English. As students move up in grade level, the amount of home language instruction decreases, and the amount of English instruction increases until both make up 50% of instruction time. |
