| A | B |
|---|
| conversational discourse | refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. |
| cooperative learning | a process in which small groups of students collaborate and interact to accomplish a specific learning task or activity |
| corrective feedback | refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. |
| language progressions | statements that outline the language expectations for ELLs at each level of English language proficiency associated with specific standards and academic tasks. |
| minimal pairs | words that differ by a single phoneme (e.g., sand/hand, bit/bet, rag/rat), typically used to help students distinguish specific sounds that change the meanings of words and help students improve their pronunciation. |
| oracy | the ability to express one's self well in speech. Also can denote the oral skills used in formal education, particularly around reading and writing. Oracy has three main components: language structures, vocabulary, and dialogue. |
| productive talk moves | a range of strategies that teachers use to scaffold effective classroom discussions. |
| prompts | refers to a variety of ways a speaker can directly or indirectly provide feedback in a manner that prompts his or her conversation partner to correct an error. |
| recasts | can indirectly provide corrective feedback for a conversation partner by repeating the partner's utterance in a positive and reinforcing manner that models correct usage. |
| silent period | a period of time many new learners of a second language go through before they feel comfortable speaking in the new language. |
| SOLOM-R | Student Oral Language Observation Matrix-Revised, An assessment of students' oral language proficiency using an analytic scoring rubric that focuses on the aspects of comprehension, fluency, vocabulary, pronunciation, and grammar. The original version, developed by bilingual teachers in Southern California in the 1980s has been revised for this book by the author to reflect current understanding of oral language development and to focus on what ELLs can do at each level. |
| total physical response | TPR. Alanguage teaching approach in which students physically respond to language input (e.g., commands) to internalize the meaning and demonstrate their comprehension of the language. |
| wait time | the period of time after a question has been posed during which students can think and formulate answers in their head before being required to answer aloud. Particularly important for ELLs who may need extra time to process input and formulate output in their second language. |
