ESL creative visual charts

1. ESL Creative Visual Charts
Defining and Reflecting on Terms/Concepts of ELL’s

2. Dual-Language Programs-
Are designed to teach a new language
simultaneously to two groups of language learners.
These programs are typically composed of Spanish-
and English- speaking students with
approximately half of the instruction
time in each language.
First Definition

3. Dual-Language Programs –
Generally use the partner language at least half of the
instructional day in elementary years. These programs
aim for bilingualism (the ability to speak fluently in
two languages), biliteracy (the ability to read and
write in two languages), academic achievement
equal to or greater than that of students in non-dual
programs, and cross cultural competence.
Second Definition

4. Dual-Language Programs-
Aim to create additive bilingual learning
environments where the dominant language
and the minority language are given equal status
at the program, curricular, and instructional level.
Third Definition

5. Reflection on Dual-Language Programs
Having programs in which a student can learn literacy through
their native language, as well as the language they are
trying to acquire, is of benefit to the student in my opinion
because it creates fluent bilingual and biliterate students.
Being able to correlate ideas or concepts between the two
languages can help the student build comprehension on the
idea or concept in the language they are trying to acquire.
As a teacher, this would require more work, more planning,
more implementation, more strategies and fluency in both
languages being taught to my students.

6. First Definition
Types of Bilingual Students
Balanced Bilingual - has achieved oracy and literacy
in two languages.
Monolingual/Literate in Native Language – is fluent and can perform
well academically in onelanguage; has had limited exposure
to English, including limited cultural knowledge.
Monolingual/Preliterate in Native Language – is fluent in, but cannot
perform well orally or academically in the primary language; has had
limited exposure to English, including limited cultural knowledge.
Limited Bilingual – is fluent in the primary language; may be fluent in
English, including cultural knowledge, but academic skills in both
languages are not yet established.

7. Second Definition
Types of Bilingual Students
Compound Bilingual – is an individual who learns two
Languages in the same environment so that he/she acquires
One notion with two verbal expressions.
Coordinate Bilingual – acquires the two languages in
Different contexts (e.g., home and school), so the words of
The two languages belong to separate and independent systems.
Sub-Coordinate Bilingual – one language dominates

8. Third Definition
Types of Bilingual Students
Early Bilinguals – acquisition of more than one language in the pre-adolescent
phase of life. (a) Simultaneous – when a child learns two languages at the same
time, from birth. (b) Successive – when a child who has already partially acquired
a first language and then acquires a second language early in childhood.
Late Bilingual – acquisition of one language before and the other language after
the age of 8 years.
Balanced Bilingual – acquire similar degrees of proficiency and mastery
in both languages.
Dominant Bilingual – individuals whom their proficiency in one language is higher
than that in the other language(s).

9. Reflection on Types of Bilingual Students
Reading and studying about the many types of bilingualisms
that people can be, shows me how bigger the picture really is
when we take into consideration all the different characteristics or
criteria that falls under each type. I am now aware of the importance,
as a future educator, to be familiar with the many types of
bilingualism there is so that in the future, I can better assist my
students. My lesson planning, strategies and implementation
activites will need to reach each student on the level/type they are.
I do agree and believe they are many types of bilingual students
because just as in any type of learning, there are learners in
different levels that acquire information at a different rate than others,
so it makes sense this would apply to language as well.

10. Principles of Language Transfer –
Occurs when the comprehension
or production of a second language
is influenced by the way the first
language has been acquired.
First Definition

11. Language Transfer-
the tendency to transfer the
Phonology, syntax, and semantics
from the native language to
the second language.
Second Definition

12. Language Transfer-
L1 (language one) influences at every
aspect of L2 (language two) learners’
interlanguage: discourse, lexicon,
semantics, syntax, morphology
(including bound morphemes),
phonetics, and phonology.
Third Definition

13. Reflection on Language Transfer
I do agree that the skills we learn or acquire from
our first language carries itself over as we try to
master or learn a second language. You try to apply
rules or concepts from one language to the other.
For our ELL students, that means they are trying to
figure out the English language and its properties by
applying what they know from their Native language.
As a teacher, we need to familiarize ourselves with
these concepts of language transfer so that we can
plan accordingly to meet that students need and help
them be more successful in acquiring their second language.

14. Bi-literacy –
Students can develop reading and
writing in the second language
simultaneously with speaking
and listening skills; functional use
Of two ore more languages.
First Definition

15. Bi-literacy – the ability to
effectively communicate or
understand written thoughts and
ideas through the grammatical
systems, vocabularies and written
symbols of two different languages.
Second Definition

16. Bi-literacy -
someone proficient at communicating in
two languages in terms of literacy skills,
that is, reading and writing, as these
skills involve communicating in written
language.
Third Definition

17. Reflecting on Bi-Literacy
I agree that our goals as educators should be to help our
ELL students reach this standard of biliteracy so that
they are successful in their lives. Finding the proper
strategies to help these students reach this state of biliteracy
is so instrumental for our students to reach their
full potential in being able to acquire both languages fluently.

18. Second Definition
Bi-cultural –
Represents comfort and proficiency with
both one’s heritage culture and the culture
of the country or region in which one
has settled. It is applicable not only to
immigrants who have come from other countries,
but also to children of immigrants who- although
they are born and raised in the receiving
society- are likely deeply embedded in the heritage
culture at home with their families.