SPE 317 - SEI Acronyms and Terminology

Acronym or Term
SEI

What the acronym

stands for (leave blank
for terms)
Sheltered English
Immersion

ELL

English Language Learner

LEP

Limited English Proficient

CLDES

Culturally & Linguistically

Diverse Exceptional
Students
Arizona English Language
Learner Assessment

AZELLA
PHLOTE

Primary Home Language

Other Than English

Dual Label student

ILLP

Individual Language
Learner Plan

WICP

Written Individualized
Compensatory Plan

Subtractive
bilingualism
Additive bilingualism
L1

Native Language Content-

What it is
A program model for ELLs that combines
ESL, sheltered content area instruction,
and primary language support. Sometimes
called structured English immersion
A label for students who are non native
speakers of English and are in the process
of attaining proficiency in English.
Sometimes shortened to English learner
(EL)
Persons who are unable to communicate
effectively in English because their primary
language is not English and they have not
developed fluency in the English language
New term used in special ed used for ELLs
with Special Need
Used to determine proficiency of Arizona K12 students whose primary home language
is other than English
If a student speaks a language other than
English or the adults in the childs home
speak a language other than English.
Information comes from the Student
Registration Information Form completed
by the family at the time of registration
English Language Learner and Special
Education. ELLs with disabilities have
unique learning needs and challenges
because of the interaction of their disability
with learning a new language
For the exclusive use of schools with 20 of
fewer ELL students within a three-grade
span.
The ILLP is the written plan in the
mainstream classroom that specifies what
happens instructionally for the particular
ELL
Documents the scope and type of services
provided to an ELL to overcome the
identified language and academic
deficiencies
A situation in which a second language
eventually replaces a students native
language
A situation in which a second language is
eventually added to a students native
language without replacing it
Instruction in one or more content areas in

Area Instruction (Native

Language)

L2

Second Language
Content-Area Instruction

BICS

Basic Interpersonal
Communication Skills

CALP

Cognitive Academic
Language Proficiency

LAD (Chomsky)

Language Acquisition
Device

Acquisition v. learning
Hypothesis

Natural order
hypothesis

Monitor hypothesis

Affective filter
hypothesis

the native language of ELL students. A

distinguishing feature of bilingual
education models. Providing ELLs with
content area instruction in their native or
first language while they are learning g
English
A students seconds learned language. They
receive the majority of instruction in their
native language (L1) and gradually get to
the point where the instruction is split
50/50 between L1 (Native) and L2 (English)
instruction
Conversational fluency in a language.
Conversational fluency, discrete language
skills, and academic language proficiency.
Language skills needed in social situations.
It is the day-to-day language needed to
interact socially with other people. English
language learners (ELLs) employ BIC skills
when they are on the playground, in the
lunch room, on the school bus, at parties,
playing sports and talking on the telephone
Students ability to understand and
express, in both oral and written modes,
concepts and ideas that are relevant to
success in school
Is an instinctive mental capacity which
enables an infant to acquire and produce
language
Language acquisition is a subconscious
process. We are not aware that it is
happening, and we are not even aware that
we possess any new knowledge that is
subconsciously stored in our brains.
Language learning, in contrast, is a
conscious process; it is what we do in
school. We know we are learning and the
learned knowledge is represented
consciously in our brains. Learning results
in just knowing about the language, rather
than actually knowing the language.
We acquire the parts of a language in a
predictable order. Because the natural
order appears to be immune to teaching,
drilling a student ton a grammatical tem
before he or she is ready to acquire it will
be of little use
We can use learned language to monitor or
inspect what we acquire and the correct
errors. We make a correction internally
before we actually say or write something
other times we self correct after producing
a sentence
The affective filter controls how much
comprehensible input gets through to the

Comprehensible input
hypothesis

Phonology
Phoneme

Morphology
morpheme
Syntax

Semantics
Lexicon
Pragmatics

ESL
ELD

English as a Second
Language
English Language
Development

SDAIE

Specially Designed
Academic Instruction in
English

SIOP

Sheltered Instruction

learner. Even thought the language

acquirer understands certain input,
anxiety, low self esteem, or a sense that he
or she is not a potential member of the
group that speaks the language-the
affective filter-will keep it out. Thus, a
major goal in language teaching and
learning is to lower the affective filter to
maximize comprehensible input
We acquire language when we understand
messages or obtain comprehensible input.
We acquire language when we understand
the things we hear or read. People acquire
second languages only if they obtain
comprehensible input and if their affective
filters are low enough to allow the input in.
When the filter is down and appropriate
comprehensible input is presented (and
comprehended), acquisition is inevitable. It
is, in fact, unavoidable and cannot be
prevented
The study of the sound systems of
languages
The smallest units of sound in a language.
A change in phoneme causes a change in
meaning. A slight difference in vowel sound
changes the word
The study of the structure of words
The smallest units that carry meaning or
have a grammatical function, such as s
and ed
The study of the rules governing the
relationships between words and the ways
they are combined to form phrases and
sentences
The study of the meaning of words,
phrases, and sentences
The vocabulary of a language
The study of language in the use, that is,
how individual produce and interpret
language in social interaction in specific
contexts
Instruction that focuses on helping ELLs
attain proficiency in English
An alternative label for English as a second
language (ESL) programs and instruction,
commonly used at the elementary school
level
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
A tool for planning, implementing, and

Observation Protocol
TBE

Transitional bilingual
Education

DBE

Developmental Bilingual
Education

Dual Language
program

Heritage Language
Program

Newcomer Program

Submersion

evaluating sheltered English content-area

instruction
A program model for ELL students in which
native 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. The amount of native
language instruction decreases as
sheltered English immersion increases.
Students are transitioned to mainstream
classrooms after just a few years in the
program
A form of bilingual education for ELL
students, who initially receive about 90%
of content area instruction in their native
language(L1) and 10% of content area
instruction through sheltered instruction.
L1 instruction decreases slowly as
sheltered English 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 students attain strong bilingual
and biliteracy skills. Also referred to as
maintenance late-exit bilingual education
A variety of bilingual program models for
ELL and English proficient students
designed to help them become bilingual
and biliterate. In a 50/50 model, half of the
students are fluent English speakers and
half are ELLs, and 50% of instruction is
English and 50% in the native language of
the ELLs. In the 90/10 model, for the first
few years, 90% of instruction is in the nonEnglish and 10% is in English, Instruction
gradually reaches 50% in each language.
Other variations exist. Also called two way
immersion
Programs 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
For beginning level ELL students who have
been in the United States for only 1 or 2
years. Programs typically provide intensive
English instruction and may include some
native language instruction and ample
primary language support
The process of placing ELL students in a
mainstream classroom where they do not

TPR

Total Physical Response

receive any ESL, sheltered content

instruction, or primary language support.
Also called sink-or-swim.
A language teaching approach in which
students physically respond to language
input to internalize the meaning and to
demonstrate their comprehension of the
language