Information about English Language Learners

1. ESL Creative Visual
Chart
Jessamine Collard

2. Dual-Language
Programs
“Four kinds of educational programs promote the acquisition of English side by side with acquisition
or maintenance of other languages.” (DÃaz-Rico, L. T., & DÃaz-Rico, L. T. (2008). Strategies
for teaching English learners. Boston: Pearson/Allyn and Bacon.)
“Dual language is a form of education in which the students are taught literacy and content in two
languages.” (About Angela PackZia View all posts by Angela PackZia →, & View all posts by
Angela PackZia →. (2015, May 02). Dual Language Programs Explained. Retrieved September 11,
2020, from https://austin.thinkbilingual.org/dual-language-programs-explained/)
"DL programs offer Instruction of the core curriculum in two languages with both language-
minoritized and English-speaking students learning in the same classroom.” (
http://steenproxy.sfasu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a
9h&AN=139890131&site=ehost-live&scope=site )

3. Dual language Programs are important for an ELL because it helps
them by teaching them in English and their native language. I would not
be a beneficial teacher for a dual language program because I am not
bilingual. I do think that these programs would be beneficial for the
ELPS and the TEKS because they may have the opportunity to learn
more or faster.

4. Types of
Bilingual Students
“Balanced bilingual, Monolingual/literate in native language, Monolingual/preliterate in native
language, Limited bilingual” (DÃaz-Rico, L. T., & DÃaz-Rico, L. T. (2008). Strategies for
teaching English learners. Boston: Pearson/Allyn and Bacon.)
“Bilingualism is divided into three different types. Both co-ordinated bilingualism and compound
bilingualism develop in early childhood and are classified as forms of early bilingualism. The third
type is late bilingualism, which develops when a second language is learned after age 12.” (
(n.d.). Retrieved September 11, 2020, from
https://thebrain.mcgill.ca/flash/capsules/outil_bleu20.html)

5. The different types of bilingual students is important for an English
language learner because it will show what level they are at. For
teachers this important so they know how and what to teach the student.
This relates to the ElPS by showing what level of English they are on
and whether or not they are ready for the TEKS.

6. Language
Transfer
“Occurs when the comprehension or production of a second language is influenced by the way
the first language has been acquired.” (DÃaz-Rico, L. T., & DÃaz-Rico, L. T. (2008). Strategies
for teaching English learners. Boston: Pearson/Allyn and Bacon.)
“the process of using your knowledge of your first language or another language that you know
when speaking or writing a language that you are learning, which may make the process of
learning the new language either easier or more difficult”(Language transfer. (n.d.). Retrieved
September 11, 2020, from
https://www.oxfordlearnersdictionaries.com/definition/english/language-transfer)

7. Language transfer is important for an ELL because there native
language helps how they learn English. This may be a bit of a challenge
for an educator because they may not know proper English and may
taking learning concepts a little more challenging. The ELPS will help
determine the level of English and what needs work. Language transfer
may make it a bit hard to under completely understand the TEKS
questions.

8. Bi-literacy
“Students in the TWI program do not merely absorb and produce two languages; they do so
while immersed in a sea of covert messages regarding social uses of two languages..” DÃaz-
Rico, L. T., & DÃaz-Rico, L. T. (2008). Strategies for teaching English learners. Boston:
Pearson/Allyn and Bacon.
“Simply put, biliteracy is the ability to read and write proficiently in two languages.” ( What Is
Biliteracy? (n.d.). Retrieved September 11, 2020, from
https://www.hameraypublishing.com/pages/what-is-biliteracy)
“biliteracy involves both reading and writing across languages”
(http://web.b.ebscohost.com.steenproxy.sfasu.edu:2048/ehost/pdfviewer/pdfviewer?vid=16&sid=
3a33b4f8-30d2-4680-aeb3-5e45a3572086%40sessionmgr1030

9. Being bi-literate is great for a ELL because they are able to use their
native language for reading and writing as well as english. I am not sure
how this would exactly effect me as an educator. But it would be a good
skill for the ELPS and would make it more convenient for learning TEKS
material.

10. Bi-culturally
“Having intimate knowledge of more than one culture.” DÃaz-Rico, L. T., & DÃaz-Rico, L. T.
(2008). Strategies for teaching English learners. Boston: Pearson/Allyn and Bacon.
“of, relating to, or including two distinct cultures” (Bicultural. (n.d.). Retrieved September 11,
2020, from https://www.merriam-webster.com/dictionary/bicultural)
“individuals start to incorporate new cultures into their identities, while continuing to identify with
their cultures of origin, they may begin to identify (and be defined as) bicultural or multicultural.”
(http://steenproxy.sfasu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&
db=a9h&AN=137702726&site=ehost-live&scope=site)

11. Ell students who are Bi-cultural have the advantage of being able to still
comfortable exist in an “outside” while still being able to still have their
native culture. This is great for educators because ELL’s can adapt to
the environment. They will also be able to adapt to learning skills for and
taking the ELPS and TEKS.