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Chapter 1 ELL
| Definition | |
|---|---|
| (ELL ) or English language learner | A student who is in the process of attainting proficiency in English as a new, additional language. |
| Emergent bilingual | students who are continuing to develop their home language while also learning an additional language. |
| additive bilingualism | when a student's first language continues to develop while learning a second language. |
| special education | special designed instruction to meet the needs of students with disabilities. |
| dual language learner | used to refer to children between the age of 0-8 who have at least one parent who speaks a language other than English at home. |
| language minority student | refers to student who speak the dominant societal language ( Standard English) . |
| superdiversity | used in multilingual contexts to describe diversity between and within immigrant and ethnic minority groups. |
| RTI or response to intervention | is a multi-tiered approach that many schools use to help students who are having difficulty with academics or behavior. |
| 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 through English. |
| Multi-tiered Systems of Support (MTSS) | a framework for enhancing the implementation of evidence-based practices to achieve important outcomes for every student. similar to RTI |
| Culturally Sustaining Pedagogies | pedagogies that aim to address issues of power/social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms/schools. |
| Subtractive Bilingualism | situation where a second language eventually replaces a student's home language. |
| Language Majority Student | a student who is a native speaker of the standard language spoken by the dominant group of a given society (students who speak English) |
| Heritage Language | a non-English language to which one has a familial connection, whether for English Language Learners (ELLs) or students who are fluent in English but may have limited or no proficiency in their heritage language |
| Sequential Bilingualism | a person first acquires one language (often their native or primary language) and later learns an additional language. |
| Simultaneous Bilingualism | when a person learns and uses two languages concurrently. |
| Redesignation | reclassification of a student from ELL status to fluent English proficient status, based on results of an English proficiency test. |
| Multilingual Learner | students who are bi/multilingual or who are learning/learning through more than one language. |
| Dynamic Bilingualism | this perspective rejects the idea of viewing bilingual individuals as merely two separate monolinguals combined. Instead, it acknowledges that bilinguals utilize their entire linguistic repertoire, drawing on all their language skills collectively. |
| Language-as-resource orientation | This perspective sees the home language of English Language Learners (ELLs) as a valuable asset that should be nurtured and leveraged to support their learning of English. |
| assimilationist discourse | refers to an approach or belief system that emphasizes the need for ELLs to adopt the dominant language and cultural norms of the mainstream society |
| pluralist discourses | emphasizes valuing and integrating multiple languages and cultural identities within the educational environment |
Created by:
jodiepruneda
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