The document provides definitions and explanations of key terminology and acronyms used in ESL education. It discusses concepts like ESL, ELL, BICS, CALP and realia. It also summarizes legal obligations to provide ESL programming, examples of co-teaching models, WIDA assessments, and lists professional organizations for ESL teachers.

1. Presented by:
Carinne Karlick
Gopu Kiron
Kevin Jones

2. It is important to understand the terminology and acronyms
associated with ESL. Many of these terms are misused or
improperly used interchangeably.
ESL-English as a Second Language
ELL-English Language Learner
L1- First Language
L2-Second Language or Target Language
LEP- Limited English Proficiency
NEP- Non-English Proficient
NES- Non English Speaking
NNS- Non-Native Speaker
SLA- Second Language Acquisition

3.  Realia- props or other physical items which are used to increase
the realism of role plays. Ex: menus, contracts, forms, pictures,
tickets, schedules, souvenirs, advertisements and articles
costumes.
 Affective Filter- is an imaginary wall that is placed between a
learner and language input. If the filter is on, the learner is
blocking out input. The filter turns on when anxiety is high,
self-esteem is low, or motivation is low. Therefore, low anxiety
classes are better for language acquisition.
 Interlanguage- is the language a learner uses before mastering
the L2. Interlanguage may contain features of the L1 and the L2.
 Culture- is a collection of the beliefs, attitudes, behaviors,
habits and customs of a group of people. It is highly
recommended that teachers research their students’ cultures.

4.  BICS- Basic Interpersonal Communication Skills
Language skills in social situations usually developed between 6
months and 2 years after arrival in the U.S.
 CALP- Cognitive Academic Language Proficiency
Formal academic learning involving listening, speaking, reading
and writing. Proficiency takes on average 5 to 7 years!
 Teachers must understand that good social English (BICS) does
not indicate academic proficiency in the language (CALP).

5. WIDA stands for World-Class Instructional
Design and Assessment. Your ELLs will be
assessed in a number of ways. The WIDA
website offers teachers resources such as:
The CAN DO descriptors which are used by teachers to
differentiate instruction for ELLs. They can also be used
to plan lessons or observe students' progress.
The English Language Proficiency (ELP) Standards

6.  ACCESS for ELLs: is the WIDA Consortium's secure, No Child
Left Behind-compliant, assessment of English language
proficiency.
 W-APT: is WIDA's original placement test used to identify and
place students in program support.
 Alternate ACCESS for ELLs: is an impartial English language
proficiency assessment for students with significant cognitive
disabilities.
 WIDA MODEL: is a kit used to assess of English language
proficiency that can be used as a benchmark assessment once or
twice during the school year to student monitor growth.

7. These are suggestions…it is imperative that you understand your
students’ levels and refer to the CANDO descriptors to guide you.
Do not use true and false questions.
Do limit multiple choice options to 2 or 3.
Do not as questions such as: Which of these is NOT and example
of…..?
Do not give “All of the Above” “None of the Above” “Both A and
B” etc. as multiple choice options.
Do provide pictures, allow students to point, and/or read aloud
test questions and choices.
Do give extended time.
Do consider culture when teaching and assessing.
Do use grade level appropriate materials.

8.  Title VI of the Civil Rights Act of 1964
 Prohibits discrimination on basis of race, color, or
national origin
 Department of Education expanded this through
May 25, 1970 Memorandum
 “where inability to speak and understand the English
language excludes national-origin-minority group
children from effective participation in the educational
program offered by a school district, the district must
take affirmative steps to rectify the language
deficiency in order to open the instructional program
to the students.”

9.  Details about the Memorandum:
 Students should not be deprived of a strong
educational experience because of a poor command of
the English language.
 Special education is not an appropriate setting for
minority students who struggle with English.
 The primary goal of ESL programs is to transition the
student to learning in English

10.  Have a district policy for identifying students as
potential ELLs
 Have a process for gauging the level of ESL
support a student needs
 Have ESL experts in the district who can develop
effective programs
 Have the necessary staff, materials, and facilities
required for effective programs.
 Have a plan to transition students out of the
program as skills improve
 Have a review process for improving the ESL
program periodically

11.  Co-Teaching
 Situation when general education and special
education teachers work together to instruct
students of all levels of ability
 Often found to be associated with other
educational models like:
 Inclusion
 Classrooms featuring both general education and special
education students
 Differentiated Instruction
 Teachers creating lesson plans that are tailored to each
student’s ability level

12.  These models are adapted from a presentation
by L. Feligno and D. Stathopoulos
 There are many different ways that a general
education teacher and a special education teacher
can work together
1. One Teaching/One Observing
2. One Teaching/One Circulating
3. Station/Center Teaching
4. Parallel Teaching/Split Class
5. Large Group/Small Group Pull Out
6. Team Teaching

13.  Station/Center Teaching
 Students would rotate from one station to another,
so that each instructor manages one group of
students
 Parallel Teaching/Split Class
 The model where general education students are
taught by the general education teacher,
while ESL students are taught by the ESL
teacher in the same class.
 Both teachers collaborate to
provide the same lesson plan.

14.  Large Group/Small Group Pull Out
 The second instructor would work with a small
group of students who are having trouble
understanding a given topic. This saves valuable
time in the classroom.
 Team Teaching
 When both teachers teach a class together. It is
important that both instructors have similar
teaching styles.
 Helps to balance strengths and weaknesses

15. Social and Instructional language
 English language learners communicate
for Social and Instructional purposes
within the school setting

16. Language of Language Arts
 English language learners communicate
information, ideas and concepts necessary
for academic success in the content area of
Social Studies

17. Standard of Mathematics
 English language learners communicate
information, ideas and concepts necessary
for academic success in the content area of
Mathematics

18. Language of Science
 English language learners communicate
information, ideas and concepts necessary
for academic success in the content area of
Science

19. Language of Social Studies
 English language learners communicate
information, ideas and concepts necessary
for academic success in the content area of
Social Studies.

20.  Association of Mexican American Educators(AMAE)
…advises state/local boards and legislators, administrators and
faculty
 The National Association for Bilingual Education
…representing both English language learners and bilingual
education professionals.
 National Association for Multicultural Education
…variety of resources, multicultural education research and
policy information.
 National Capital Language Resource Center
…offers online lesson plans and publications.

21.  National Council for Teachers of English
…forum for the profession
 Teachers of English to Speakers of Other Languages
(TESOL).
…ensuring quality education for English language learners.
 American Association of University Supervisors and
Coordinators of Foreign Language Programs (AAUSC)
…for language program coordinators.
 American Classical League (ACL).
…information and links of interest to teachers and students of
Latin and Greek.

22. For more information about terminology
PHP Directory. (2009). ESL glossary and acronyms.
Retrieved from:
http://thelanguagedirectory.com/articles/esl-glossary-
and-acronyms-4.html
Wikipedia. (2012). Glossary of language education
terms. Retrieved from:
http://en.wikipedia.org/wiki/Glossary_of_language-
teaching_terms_and_ideas
For more information about legal responsibilities
Developing programs for english language learners: Legal background .
(2005, March 16). Retrieved from
http://www2.ed.gov/about/offices/list/ocr/ell/legal.html
What legal obligations do schools have to english language learners .
(2006). Retrieved from http://www.ncela.gwu.edu/faqs/view/6

23. For more information about co-teaching:
Feligno, L., & Stathopoulos, D. (n.d.). Collaborative
co-teaching concepts. Retrieved from http://www-
pub.naz.edu:9000/~include/pdfs/poster/Collaborativ
e Co-Teaching Models.pdf
For more information about assessment
WIDA Consortium. (2011). Assessment.
Retrieved from: http://www.wida.us/index.aspx

24. For more information about professional organizations:
 Levine, Marty. (2002). Retrieved from:
http://www.csun.edu/~hcedu013/eslprof.html
 Literacyworks. Retrieved from
http://literacynet.org/esl/organizations.html
 TESOL. (2011). Retrieved from:
http://www.tesol.org/
 Weta. (2011). Colorin colorado. Retrieved from:
http://www.colorincolorado.org/web_resources/b
y_type_of_organization/professional_organizatio
ns/