| A | B |
|---|
| action research | A form of teacher self-evaluation and critical relection that involves their collecting and analyzing data from their own classrooms and using the results to improve teaching and learning |
| advocacy | Going beyond daily teaching responsibilities to support causes and work for changes to ensure the equitable treatment of ELLs within the school, district, state, and country and to ensure that their unique linguistic, academic, and cultural needs are being fully addressed. |
| cognates | Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). |
| concurrent translation | Providing line-by-line translation of teacher instruction or texts into the students' home language. Considered a poor use of the home language because it removes the need for students to attend to the second language and thus interferes with second language acquisition. |
| dual language books | Books printed in two languages in which one language appears above the other or the two languages are written side by side on one page or on opposite pages. |
| parental engagement | The direct involvement and active engagement of parents in the education of their children. |
| preview-review | A form of primary language support in whcih a lesson or a read-aloud conducted in English is previewed, and then reviewed, in the home language of the ELLs. |
| primary language support | (PLS). Using a student's home language during English as a second language (ESL) or sheltered English content-area instruction to make the English instruction more comprehensible |
| translanguaging strategies | Strategies that allow students to draw on the languages and dialects that make up their linguistic repertoire. Students and teachers can leverage these linguistic resources to support student comprehension of complex content and texts, and to engage in academic tasks. |
