• MOST COMMONLY USED TERMS FOR ESOL PROGRAM

    esol-3

    ESOL
     

    English to speakers of Other Languages, the program of study or instruction

    ELL
     
     

    English Language Learner, the student

    RELL
     

    Redesignated/Reclassified English Learner, an EL who exits the ESOL Program based on ACCESS for ELL test scores; this student is considered a part of the EL subgroup for two years. Sometimes referred to as REL 1 and REL2 for first and second year status

    LEP
     

    Limited English Proficient; this is a term used by the federal government referring to ELL and refers to the NCLB subgroup

    Non-LEP
     

    EL who have exited the ESOL Program more than two years ago or EL who did not qualify for service (the English Language proficiency of some students may be too high to qualify for ESOL instruction, but they are not native English speakers)

    LAS Links Testing
     

    English Language Proficiency test given to all ELL every spring and used as program scheduling and as exit criteria; the LAS Links diagnostic is given for placement in the ESOL Program for all new students whose first language is not ESOL

     ACCESS
    for ELL

    English Language Proficiency test given to all EL every spring and used as program scheduling and as exit criteria; the KW-APT and W-APT diagnostic is given for placement in the ESOL Program for all new students whose first language is not ESOL

     SIOP

    Sheltered Instruction Observation Protocol model is a research-based and validated instructional model for addressing the academic needs of English Learners throughout the United States. It is not new, but it continues to be a foundation for effective EL instruction.

    The SIOP model consists of eight interrelated components:
    • Lesson preparation
    • Building background
    • Comprehensible input
    • Strategies
    • Interaction
    • Practice/application
    • Lesson delivery
    • Review/assessment

    Using the instructional strategies connected to each of those components, teachers are able to design and deliver lessons that address the academic and linguistic needs of EL.

    More information is available online in links listed below;
    Center for Applied Linguistics
    The SIOP Institute
    Pearson Education

    BICS
     

    Experts such as Jim Cummins differentiate between social and academic language acquisition. Basic Interpersonal Communication Skills (BICS) are 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 BICS skills when they are on the playground, in the lunch room, on the school bus, at parties, playing sports and talking on the telephone. BICS skills are not very demanding cognitively and the language required is not specialized. These language skills usually develop within six months to two years after arrival in the U.S.

    CALP
     

    CALP refers to formal academic learning. This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school. Students need time and support to become proficient in academic areas. This usually takes from five to seven years.
    Recent research (Thomas & Collier, 1995) has shown that if a child has no prior schooling or has no support in native language development, it may take seven to ten years for ELLs to catch up to their peers.

    Silent
    Period

    Just as the name suggests, this is the intial phase of a newcomer or second language learner. Most if not all energy is being used to intake the new language (listen, process). Language learner has a hard if not impossible time “out-putting” language or speaking.

    Culture
    Shock

     In line with the silent period, culture shock is what people new to a culture experience as new sensations – smell, taste, language, temperature – bombard them physically.

Last Modified on May 5, 2014