| A | B |
|---|
| assimilation | an individual or group replaces most of their home culture with the new culture. |
| acculturation | one culture takes on some of the cultural traits of another culture. |
| Phonology | systematic organization of sounds in languages |
| False Cognates | words from different languages that look and sound alike, but have different meanings |
| Schema (when reading) | Background knowledge a reader brings to a text. |
| limited vocabulary | smaller or more restricted bank of words than is typical |
| Literacy-Related Abilities | skills having to do with reading and writing |
| syntax (word order) | the subject comes first, followed by the verb, and then by the objects and adverbial phrases |
| idiom | a phrase or expression that does not mean the same as the literal words |
| linguistic domain | language skills |
| pronunciation | the specific way a word is verbally produced |
| early reader (stage of reading development) | Early readers begin understanding that reading from the printed page needs to make sense – both from the pictures and from the print |
| Interrelatedness (with ELs) | connections between language 1 and language 2 |
| minimal pairs | phonemes that are similar and difficult to distinguish |
| cultural accommodation | the majority culture lives in harmony with a minority culture |
| Cognitive Academic Language Proficiency Skills (CALPS) | formal, textbook language used in academic situations |
| syntax | Rules that govern the construction of words in order to make phrases, clauses, and sentences. |
| varying labels | multiple ways to refer to the same thing |
| Overgeneralization | the application of a grammar rule in a place where it doesn’t apply |
| register | the degree of formality with which one speaks |
| affective domain | emotional skills |
| avoidance | an ELL avoids using difficult words and structures, opting for simpler ones instead |
| affective filter | emotional influences on learning |
| Emergent Reader (Stage of Reading Development) | when children understand that written language has meaning and gives messages |
| Phonological Awareness | the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print |
| Language interference | differences between a learner's native language and the language being learned, which can cause confusion in the acquisition of the new language |
| biculturalism | the presence of at least two distinct cultures in a specific area or region |
| transfer | the process of student learning when students are able to use the knowledge or skill in new situation |
| Cultural Contact | people from different cultures come in contact with each other |
| cultural shock | The disorientation and discomfort that often accompanies finding oneself in a totally new and different culture. |
| language transfer | process that occurs when students who are learning a new language transfer knowledge from L1 to L2 |
| Transitional Reader (Stage of Reading Development) | readers are better at self-correcting, can recognize and use punctuation marks, and can choose books of interest |
| Early Fluent / Fluent / Proficient Reader (Stage of Reading Development) | readers recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words |
