This document provides definitions and explanations of key terms related to English language learning (ELL). It defines acronyms like TESL, ELL, LEP, ESL, ESOL, TBE, and SEI. It also explains educational approaches and programs for ELL students like transitional bilingual education, two-way immersion, and structured English immersion. Finally, it defines important linguistic concepts like L1, L2, and discusses the Massachusetts English Language Assessment.

1. TESL
ELL English Language Learning
LEP Limited English Proficient This term denotes English
language learners where English
is the L2
A student who is not fully English
proficient, speaks a language
other than English at home, and
does not demonstrate English
language skills of
comprehension, speaking,
reading, and writing at a level that
would place him/her in a
mainstream, English only class
setting.
ESL English as a Second Language English learned in an
environment where English is the
predominant language of
communication.
ESOL
English for Speakers of Other
Languages
This term is more recent and is
intended to be a more inclusive
term (includes ESL and EFL).
TBE TBE Transitional Bilingual
Education
Transitional Bilingual Education is
an educational theory that states
that children can most easily
acquire fluency in a second
language by first acquiring fluency
in their native language. Fluency is
defined as linguistic fluency (e.g.
speaking) as well as literacy (e.g.
reading and writing).
The goal of transitional bilingual
education is to help transition a
student into an English-only
classroom as quickly as possible.
A bilingual teacher instructs
children in subjects such as
math, science, and social studies
in their native language, so that
once the transition is made to an
English-only classroom, the
student has the knowledge
necessary to compete with his
peers in all other subject areas.
The length of time a student is
taught English while learning
other subjects in their first
language is typically three years.
Research has shown that many
of the skills learned in the native
language can be transferred
easily to the second language
later.

2. TWO-WAY Two-way immersion program
(TWI)
Dual language programs that
have the same goal as one-way
immersion, i.e., developing
bilingualism and biliteracy, but
bring together native speakers of
the non-English language and
native English speakers to serve
as mutual language models.
L1
Language 1 First Language, mother tongue;
language used first and most
often by a speaker.
L2
Language 2 Second Language; any language
learned after the mother tongue;
could become dominant
language.
SEI
“Structured English Immersion” It refers to an endorsement
required by the state of Arizona
(under state laws A.R.S. 15-751 -
A.R.S. 15-756) for public school
educators. SEI training is
designed to improve the
academic success of limited
English proficient (LEP) students.
See links on the right for
additional information.
NCLB No Child Left Venid
ELPBO
English Language Proficiency
Benchmarks and Outcomes for
ELLS
MEP Multicultural Education Program
MELA-O
Massachusetts English Language
Assessment –Oral
MATSOL
Massachusetts association of
teachers of English to Speakers
of Other Languages
TESOL
Teachers of English to Speakers of
Other Languages. This is a
national and professional
association.

3. Six H’s
1. Hobby 2. Habit 3. Hope
4. Holiday 5. Hero/Heroine 6. History

4. Cultural Diversity Profile
Directions: For each item choose the value that comes closest to describing your own
personal values. Record ‘a’ or ‘b’ in the box to the left of the item.
1 a. Hard work will accomplish any objective.
1 b. Wisdom, luck, and fate are basic to success.
2 a. Communication should be frank and direct.
2 b. Communication should be polite and indirect.
3 a. Commitments should be honored.
3 b. Commitments signify intention, and may be superseded by a conflicting
request or need.
4 a. Time should be effectively and efficiently used.
4 b. Schedules should be viewed in relationship to other priorities.
5 a. An individual’s work tells a lot about him/her.
5 b. Individual identity isn’t defined by work or accomplishments
6 a. Success is earned by ability, experience, and hard work.
6 b. Family ties and friendships determine mobility.
7 a. Teachers should consult with parents, who can contribute useful information.
7 b. Decisions should be made by those in authority and other need not be
consulted.
8 a. Competition stimulates high performance.
8 b. Competition leads to disharmony.
9 a. One should do whatever is necessary to get the job done.
9 b Some work may be below one’s dignity or rank.
10 a. Change is healthy.
10 b. Traditions should be preserved by observing rituals and customs from the
past.
11 a. Both persons and systems should be evaluated.
11 b. Personal evaluations should never be negative because they might cause a
“loss of face”.
12 a. Helping a fellow student on a test is cheating.
12 b. One should help friends with school work, even tests.
13 a. Present success and satisfaction are important.
13 b. Materialism isn’t important; spirituality is.
14 a. Students should be self directed and take initiative in their studies.
14 b. Students should wait for directions from the teacher.
15 a. An individual should do everything possible to achieve his/her goals and
aspirations.
15 b. The group is more important that the individual.
Total number of “a’s”_______________________________
Total number of ”b’s”_______________________________
Source: Center for Applied Linguistics. Enriching Content Classes for Secondary ESOL
Students.

5. Cross Cultural Communications Inventory
Directions: This is a learning activity which will help you gain a better understanding
about important cross-cultural communication principles. Read each of the statements
below carefully. Decide whether the statement is true (T) or false (F). Indicate your
decision by placing a mark in the appropriate column to the right of each statement.
T F
1. Failure or inability of members of one culture to understand members of { } { }
another often results in problems like anxiety, disorientation,
depression, and sleep disorders.
2. In order to improve communication among different cultures it is helpful { } {
}
to first interpret other cultural situations according to the values of one’s
own culture.
3. As a general rule, a strong foreign accent indicates that the speaker does { } { }
not have a good understanding of English grammar and vocabulary.
4. Because people of all culture share common human traits, non-verbal { } { }
communication like gestures and facial expressions mean the same thing
all over the world.
5. About 65% of a message’s meaning is conveyed through non-verbal { } { }
behavior.
6. Much of the meaning and understanding is communicated via the context { } {
}
of the message in North American culture.
7. Appearance is an important non-verbal communication attribute because { } { }
it gives information about a person’s age, gender, race, culture, and
profession.
8. A potential barrier to cross-cultural communication is the physical { } { }
distance between speaker and the receiver.
9. Thought patterns, forms of reasoning and logic are universal human { } { }
behaviors which occur the same way among all cultures.
10. A smiling, nodding response to a teacher’s instructions always indicates { } { }
understanding.
11. All cultures tend to view the use of time the same way. { } { }
12. Sign language that is used by the deaf is considered to be verbal { } { }

6. communication.
13. Attitudes, the social organization of cultures and roles in society affect
{ } { }
relationships among people of different cultures but not communication
between them.
14. In order to minimize cross-cultural misunderstandings, teacher should { } { }
emphasize the need for culturally diverse students to adopt “mainstream”
American values and norms.
15. Foreign language skills are essential in order to work effectively with { } { }
people of other culture.
16. In order to obtain feedback from a student of another culture a teacher
{ } { }
should always ask precise, direct questions.
17. The more groups differ in culture the greater the possibility of { } { }
communication difficulties between them.
LEVELS OF ACCOMPLISHMENT

7. (SCORING RUBRIC FOR ISSUES AND STRATEGIES IN READING AND LITERACY INSTRUCTION)
LEVEL IV - ACCOMPLISHED WORK
Accomplished work meets the standard expected of students at the
graduate level. The work can be described as sophisticated and complex;
furthermore, it demonstrates these attributes consistently across all
assignments and required course activities. In examining the tasks
completed by students whose work is accomplished, one could conclude
that they are highly motivated self-starters who take charge of their
learning and participate actively as members of classroom learning
communities.
LEVEL III - PROFICIENT WORK
Proficient work is work that with some additional attention and revision
on the part of the student could easily meet the standard for graduate
students. Proficient work can be described as competent and confident.
The work suggests students who are on-task, responsible, and
independent.
LEVEL II - DEVELOPING WORK
Developing work indicates that the student who produced it needs
substantial instruction before he or she could meet the standard. Work at
this level is uneven, sometimes exhibiting trends toward competence but
also showing signs of fragmentation. A student operating at this level
makes attempts to complete the work asked of them, but they do not
always initiate activities on their own. They typically depend upon
professors for support in beginning and completing tasks.
LEVEL I - EMERGING WORK
Emerging work indicates that the student who produced it is just
beginning to engage in the intellectual processes required of graduate
students; the question of what it would take to meet the standard is not
appropriate in developing instructional plans. The work indicates that
they are beginning to show mastery of the rudiments of the process. They
need considerable support from the course instructor to complete even
the most basic of tasks.
EXCEEDS THE STANDARD
Occasionally graduate students will submit work that exceeds the
standard defined in Level 4, Accomplished Work. The test for exceeding
the standard is both impressionistic (one’s initial reaction is WOW!) and
analytic (the entries consistently portray a level of performance that
exceeds level 4 descriptions; it is truly outstanding work)
INTEGRATED EFFORT

8. SEMANTICS, CONTENT SPECIFIC, GRAMMATICAL STRUCTURE
100/90 Clearly developed
ideas; elaborate
supporting details;
absolute knowledge
of the subject ;ably
developed theme
Sophisticated
sentence structure;
logical organization
with smooth
transitions; ideas
clearly presented
Vocabulary varied;
professional use of
key terms; varied
syntax; sentence
structure sound
Mechanical errors
are few or minor;
spelling,
punctuation,
grammar
89/80 Well developed
ideas; writing is
competent;
relevant details;
sound knowledge
of subject
Controlled,
organized, and
focused, though not
highly sophisticated
Uses language
effectively; varied
sentence structure;
verb tenses
accurate
No intrusive
mechanical
errors; spelling,
punctuation,
grammar
79/75 Writing sample is
functional; some
supporting details;
acceptable
knowledge of
subject
Fairly well focused;
logical; transitions
evident
Sufficient
communication of
ideas; minimal
professional
vocabulary
Few mechanical
errors; spelling,
punctuation,
grammar
74/70 Response
minimally
appropriate to the
assignment; few
supporting details;
minimal knowledge
of subject matter
Organization is
formulaic;
expression
simplistic; yet
meaning is not
totally obscured
Somewhat focused;
inconclusive;
vague transitions
Mechanical errors
can include;
spelling,
punctuation,
grammar
(including subject-
verb agreement)
69/60 Underdeveloped
ideas; no
supporting details;
little knowledge of
subject
Thoughts wander;
poorly sequenced;
weak structure
Simple vocabulary;
use of clichés and
slang; incorrect
word choice
Numerous
mechanical
errors; spelling,
punctuation,
grammar
-60 Lacks content;
conveys little
meaning; no
supporting details;
inaccurate
knowledge of
subject
No sequencing; not
a logical
development; poor
transitions; no
culmination
Improper use of
terms; use of
clichés and slang;
incorrect word
choice
Conveys little
meaning due to
mechanical
errors; spelling,
punctuation,
grammar