operational terms prepared by dr. elva cerda pérez university of texas/tsc brownsville

Operational TermsOperational Terms

Prepared by Dr. Elva Cerda PPrepared by Dr. Elva Cerda Péérezrez

University of Texas/TSC BrownsvilleUniversity of Texas/TSC Brownsville

BilingualBilingualOperationalOperational

TermsTerms

Cognitive Academic Language Cognitive Academic Language Proficiency (CALP)Proficiency (CALP)

The term Cognitive Academic Language The term Cognitive Academic Language Proficiency or CALP describes the kind of Proficiency or CALP describes the kind of language needed to learn new information, language needed to learn new information, think in more abstract ways, and carry out think in more abstract ways, and carry out more "cognitively" demanding more "cognitively" demanding communicative tasks required by the core communicative tasks required by the core curriculum. curriculum.

Example:Referred to as school language, Example:Referred to as school language, academic language, or the language of academic language, or the language of academic decontextualized situations. This academic decontextualized situations. This dimension of language is transferable dimension of language is transferable across languages. across languages.

Basic Interpersonal Basic Interpersonal Communication Skills (BICS)Communication Skills (BICS)

Basic Interpersonal Communication Skills Basic Interpersonal Communication Skills is the kind of language used in face-to-face is the kind of language used in face-to-face communication. It is language needed for communication. It is language needed for social interaction. This is sometimes called social interaction. This is sometimes called playground language, everyday language, playground language, everyday language, social language, or surface fluency. It is the social language, or surface fluency. It is the language of everyday communicative language of everyday communicative contexts.contexts.

Example:Example: Social greetings such as “hello”, “goodbye” and Social greetings such as “hello”, “goodbye” and

“thank you.”“thank you.”

Source: Baker, C., (1995). A parent’s and teacher’s guide to bilingualism Clevedon: Multilingual Matters LTD.

Bilingual ProgramsBilingual Programs

An educational program that offers An educational program that offers language development and language development and instruction in first and second instruction in first and second language.language.

Example:Example: Transitional Maintenance Program.Transitional Maintenance Program.

Source: Lessow-Hurley, J., (1990). The foundation of dual language instruction. New York: Langham.

Partial BilingualismPartial Bilingualism

This is a level of bilingualism in This is a level of bilingualism in which the student attains social and which the student attains social and academic skills in one language, but academic skills in one language, but achieves only fluency or achieves only fluency or conversational language skills in the conversational language skills in the other.other.

Example:Example: Student in a Bilingual Program is able to Student in a Bilingual Program is able to

speak, read, listen, and write in English speak, read, listen, and write in English but not in Spanish.but not in Spanish.

Source: Paulston, C.B. (1998). International Handbook of Bilingualism and Bilingual Education. New York: Greenwood Press.

Maintenance BilingualismMaintenance Bilingualism

Aim is to preserve and build on the Aim is to preserve and build on the students native language skills as students native language skills as they continue to acquire English as a they continue to acquire English as a second language.second language.

Example:Example: A student is educated where the student A student is educated where the student

is given instruction in both languages, K-is given instruction in both languages, K-12 simultaneously.12 simultaneously.

Source: http://www.edweek.org/contact/topics/biling.htm.

Immersion ProgramImmersion Program

Education program in which the Education program in which the usual curriculum areas are taught in usual curriculum areas are taught in the second language with support of the second language with support of the child’s native language.the child’s native language.

Examples:Examples: Immersion Enrichment Program Immersion Enrichment Program

Source: Lessow-Hurley, J., (1990). The foundation of dual language instruction. New York: Langham.

Submersion ProgramSubmersion Program

Programs where the second Programs where the second language learners are mixed with language learners are mixed with native speakers of the second native speakers of the second language.language.

Example: No special instructional Example: No special instructional support is given to the second support is given to the second language learner.language learner.

Source: Perez, Elva Dr. “Operational Definitions”. University of Texas at Brownsville

Program DesignProgram Design

The bilingual education program will The bilingual education program will be a full-time program of instruction be a full-time program of instruction in which both the student’s home in which both the student’s home language and English shall be used language and English shall be used for instruction.for instruction.

Example:Example: This program will address the affective This program will address the affective

linguistic and cognitive needs of limited linguistic and cognitive needs of limited English proficient students.English proficient students.

Source: Leyba, Charles, Schooling and Language Minority Students: A Theoretical Framework (1994).

Emergent LiteracyEmergent Literacy

Is the early writing and reading Is the early writing and reading behaviors that signal the beginning behaviors that signal the beginning of their development of literacy of their development of literacy process in children.process in children.

Example:Example: Includes menus, programs, schedules, Includes menus, programs, schedules,

maps, flyers, invitations, charts, etc.maps, flyers, invitations, charts, etc.

Source: San Benito CISD. “Literacy Framework PK-5”.

SemanticsSemantics

The study of linguistic meaning of The study of linguistic meaning of morphemes, words, phrases, and morphemes, words, phrases, and sentences.sentences.

Example:Example: I’ll meet you by the bank. It can mean a I’ll meet you by the bank. It can mean a

place where you can get money or the place where you can get money or the edge of a river.edge of a river.

Source: Fronmkin, V. and Rodman, R., (1993). Introduction to linguistics. New York: Holt, Rinehart & Winston, Inc.

MorphemesMorphemes

Smallest unit of meaning.Smallest unit of meaning.

Example:Example: Words such as talks, talker, talked, and Words such as talks, talker, talked, and

talking must consist of one element talk, talking must consist of one element talk, and other elements such as –s, -er, -ed, and other elements such as –s, -er, -ed, -ing.-ing.

Source: Yule, George, The study of Language (2nd ed.).

Subtractive BilingualismSubtractive Bilingualism

Occurs when the acquisition of Occurs when the acquisition of one language threatens to one language threatens to replace or dominate the native replace or dominate the native language.language.

Example:Example: Transitional program.Transitional program.

Source: Hornby, P.A., (1977). Bilingualism: Psychological, social, and Educational Implications. New York: Academic Press, Inc.

Additive BilingualismAdditive Bilingualism

This is a process by which students This is a process by which students develop both fluency and proficiency develop both fluency and proficiency in a second language while in a second language while continuing to develop proficiency in continuing to develop proficiency in their first. their first.

Example: Adding a second Example: Adding a second language, not replacing the first language, not replacing the first language with the second language language with the second language (which is known as subtractive (which is known as subtractive bilingualism). bilingualism).


Sentence AnalysisSentence Analysis

A part of Language Arts that pertains to the A part of Language Arts that pertains to the study of conventional rules and forms of study of conventional rules and forms of Grammar, Syntax, Phonics and Graphic Grammar, Syntax, Phonics and Graphic Symbols established in a written language.Symbols established in a written language.

Example:Example: English syntactic order :English syntactic order :

Noun Marker + Adjective + NounNoun Marker + Adjective + Noun The + pretty + house.The + pretty + house.


DecodingDecoding

The translation of written words into The translation of written words into verbal speech for oral reading or verbal speech for oral reading or mental speech for silent reading.mental speech for silent reading.

Example:Example: To be able to pronounce a given word To be able to pronounce a given word

by means of recognizing familiar base by means of recognizing familiar base words or sight words.words or sight words.

Source: Teacher created materials, Inc. (1991).

Phonemic AwarenessPhonemic Awareness

The ability to attend to the sounds in The ability to attend to the sounds in the context of a word independent of the context of a word independent of the meaning of the word. The the meaning of the word. The conscious knowledge that spoken conscious knowledge that spoken language is made up of sentences, language is made up of sentences, words, and sounds (phonemes).words, and sounds (phonemes).

Example:Example: The word “story” sto/ry; fun/nyThe word “story” sto/ry; fun/ny

Source: Teacher Creaded Materials, Inc. (1991)

Word AnalysisWord Analysis

The study of the origin of words. The study of the origin of words. The ability to identify all components The ability to identify all components of a word such as: its base word, of a word such as: its base word, part of speech, multiple meanings, part of speech, multiple meanings, syntax order, phonemic articulation syntax order, phonemic articulation and use in context.and use in context.

Example:Example: Ordinance: Noun, Base word order, it Ordinance: Noun, Base word order, it

has 3 phonemes or-di-nanzhas 3 phonemes or-di-nanz

Source: Teacher Created Materials, Inc. (1991)

Short VowelsShort Vowels

Vowels that do not say their Vowels that do not say their names.names.

Example:Example: hot, bat, hithot, bat, hit


Informal Literacy AssessmentInformal Literacy Assessment

Observations or any other Observations or any other assessments done within the assessments done within the classroom for the purpose of classroom for the purpose of identifying student needs and identifying student needs and guiding future instruction.guiding future instruction.

Example:Example: The teacher might have a check list at The teacher might have a check list at

hand while the student reads, the hand while the student reads, the teacher is monitoring and or completing teacher is monitoring and or completing the checklist.the checklist.


Formal Literacy AssessmentFormal Literacy Assessment

Standardized testing whose purpose Standardized testing whose purpose is to obtain an indication of how is to obtain an indication of how much the students have learned.much the students have learned.

Example:Example: TPRITPRI


Communicative Based ESLCommunicative Based ESL

A second language instructional approach A second language instructional approach in which the goals, teaching methods, in which the goals, teaching methods, techniques, and assessments of student techniques, and assessments of student progress are all based on behavioral progress are all based on behavioral objectives defined on terms of abilities to objectives defined on terms of abilities to communicate messages in the target communicate messages in the target language.language.

Example:Example: English teachers generally focus their instruction English teachers generally focus their instruction

on the development of listening, reading and on the development of listening, reading and writing skills in English by creating low stress writing skills in English by creating low stress environments.environments.


Integrated CurriculumIntegrated Curriculum

Education that is organized in such a Education that is organized in such a way that it cuts across subject-matter way that it cuts across subject-matter lines, bringing together various lines, bringing together various aspects of the curriculum into aspects of the curriculum into meaningful association to focus upon meaningful association to focus upon broad areas of study. broad areas of study.

Example:Example: Developing model lessons that include Developing model lessons that include

cross-curricular activities and cross-curricular activities and assessments.assessments.

Source: Shoemaker, B. (1989), :Ubtergratuve Education: A Curriculum for the Twenty-First Century.”

Comprehensible InputComprehensible Input

This notion refers to input that is just This notion refers to input that is just a level above what the learner a level above what the learner knows. The formula of i + 1 knows. The formula of i + 1 represents comprehensible input represents comprehensible input where the i stands for what the where the i stands for what the learners know and 1 represents just learners know and 1 represents just a little bit above that. Input is made a little bit above that. Input is made comprehensible by context, comprehensible by context, paralinguistic clues, speech paralinguistic clues, speech modification, and building on prior modification, and building on prior knowledge.knowledge.

Source: www.sil.org/lingualinks/languagelearning

Authentic Children’s LiteratureAuthentic Children’s Literature

A student’s reading ability is an important factor A student’s reading ability is an important factor in selecting children’s literature appropriate for in selecting children’s literature appropriate for the student. Selecting children’s literature to the student. Selecting children’s literature to match a student’s reading ability thus involves match a student’s reading ability thus involves knowing both the level of difficulty of the knowing both the level of difficulty of the children’s literature and the reading ability of the children’s literature and the reading ability of the student. Using a leveling system and analyzing student. Using a leveling system and analyzing supportive features of text are complementary supportive features of text are complementary approaches to making “just right” matches.approaches to making “just right” matches.

Example:Example: For a student to experience success as a reader and For a student to experience success as a reader and

develop as a reader, the level of difficulty of the develop as a reader, the level of difficulty of the children’s literature should be “just right” for the children’s literature should be “just right” for the student’s reading ability.student’s reading ability.

www.ala.org/alsc.awards.html

SyntaxSyntax

The rules of sentence formation, The rules of sentence formation, composition of mental grammar.composition of mental grammar.

Example:Example: In English, “i before e except after c”.In English, “i before e except after c”.

Source: Fronmkin, V. and Rodman, R., (1993). Introduction to Linguistics.

New York: Holt, Rinehart & Winston, Inc.

Limited BilingualismLimited Bilingualism

When a learner acquires When a learner acquires conversational proficiency in both conversational proficiency in both languages but does not attain native-languages but does not attain native-like proficiency in either language. like proficiency in either language.

Example:Example: A student who is not fully proficient in A student who is not fully proficient in

neither English or Spanish.neither English or Spanish.

Source: Jimenez, J., (1993). Second language acquisition: An overview. Chicago: Pullman Publishing.

Code SwitchingCode Switching

Code switching is an active and Code switching is an active and creative process of incorporating creative process of incorporating elements from two languages in elements from two languages in the communication process. It the communication process. It involves a shifting from one involves a shifting from one language to another.language to another.

Example:Example: My aunt has a lot of perros at her My aunt has a lot of perros at her

house.house.

Source: Acquisition of English as a Second Language

PhonemesPhonemes

The sound segments that The sound segments that contrast. The Smallest unit of contrast. The Smallest unit of sound heard in a word.sound heard in a word.

Example:Example: The word “u – n – i – t” has four The word “u – n – i – t” has four

phonemes (sounds) when uttered.phonemes (sounds) when uttered.


ClutteringCluttering

Rapid, garble speech with extra or Rapid, garble speech with extra or mispronounced sounds and mispronounced sounds and sometimes mixed-up sentence sometimes mixed-up sentence structure.structure.

Example:Example: A child whose speech is practically A child whose speech is practically

unrecognizable. In some cases, what unrecognizable. In some cases, what they say may be understood if they are they say may be understood if they are recorded and then played back in a recorded and then played back in a slower mode.slower mode.

Source: Harris, N.G. and McCormick, L., (1994). Exceptional children & youth. New York: McMillan College Publishing Company.

Program ModelProgram Model

Programs design for LEP students Programs design for LEP students required by the state.required by the state.

Example:Example: Transitional (Early Exit)Transitional (Early Exit) Maintenance (Biliteracy)Maintenance (Biliteracy) Two Way Bilingual (Dual Language)Two Way Bilingual (Dual Language)


Rhyming WordsRhyming Words

Different words that have one or more Different words that have one or more identical or similar components and sound identical or similar components and sound similar. The most common pattern is when similar. The most common pattern is when the vowel in a syllable and all the sounds the vowel in a syllable and all the sounds that follow, are similar or identical in that follow, are similar or identical in another word. A rhyme may not have a another word. A rhyme may not have a consonant letter following the vowel consonant letter following the vowel phoneme.phoneme.

Example:Example: meat = Petemeat = Pete cook = bookcook = book


Affective FilterAffective Filter This is an imaginary screen (filter) that blocks the This is an imaginary screen (filter) that blocks the

input if it is "up" and allows the input to get in if it is input if it is "up" and allows the input to get in if it is "down." The lower the anxiety level, the lower the "down." The lower the anxiety level, the lower the filter. Keep the anxiety level low--remember, comfort filter. Keep the anxiety level low--remember, comfort is key in second language learning! is key in second language learning!

Example:Example:Lower the filter by lowering the anxiety, raising the Lower the filter by lowering the anxiety, raising the self-esteem, and motivating the student to learn. self-esteem, and motivating the student to learn. Too much anxiety can impede language acquisition. Too much anxiety can impede language acquisition. Stephen Krashen says keep it low by focusing on Stephen Krashen says keep it low by focusing on communication (meaning and content) rather than communication (meaning and content) rather than language form and grammatical accuracy. language form and grammatical accuracy.

http://www.geocities.com/klpjones2002/ESOLterms.htmlhttp://www.geocities.com/klpjones2002/ESOLterms.html

InferenceInference

An inference is a logical connection An inference is a logical connection between what you read or observe between what you read or observe and what you don’t know. It is your and what you don’t know. It is your best guess based on the information best guess based on the information available and the circumstances available and the circumstances involved.involved.

Example:Example: We just saw David carrying a towel, We just saw David carrying a towel,

sunscreen lotion, an umbrella and some sunscreen lotion, an umbrella and some sand toys. We infer that he is going to sand toys. We infer that he is going to the beach.the beach.

Source: www.ask.com

Semi-BilingualismSemi-Bilingualism

A language level at which an A language level at which an individual only attains minimal individual only attains minimal skills in either of the two skills in either of the two languages.languages.

Example:Example: A student lacks adequate A student lacks adequate

proficiency in either Spanish or proficiency in either Spanish or English.English.


PragmaticsPragmatics

The study of how context The study of how context influences the interpretation of influences the interpretation of meaning, part of linguistic meaning, part of linguistic performance and component of performance and component of grammar.grammar.

Example:Example: ““I am sitting on the table” has a different I am sitting on the table” has a different

context than “The table is sitting on me.”context than “The table is sitting on me.”


Proficient BilingualismProficient Bilingualism

A level of bilingualism at which A level of bilingualism at which individuals are proficient in all individuals are proficient in all language skills in both language skills in both languages.languages.

Example:Example: A student is able to read, write, A student is able to read, write,

speak, and listen in both English speak, and listen in both English and Spanish.and Spanish.


BorrowingBorrowing

Words incorporated from language into Words incorporated from language into another. Usually this occurs in closely another. Usually this occurs in closely related languages where a word is related languages where a word is borrowed that resembles the native word borrowed that resembles the native word but has a different meaning. The but has a different meaning. The borrowed word may then take on the borrowed word may then take on the meaning of the native word as well as meaning of the native word as well as retain its own.retain its own.

Example:Example: ““parquear” was borrowed from the word “ to parquear” was borrowed from the word “ to

park”.park”.

Source: Anderson, J.M. (1973). Structural aspects of language change.London: Langman.

Transitional Bilingual EducationTransitional Bilingual Education In 1973, legislation was passed requiring In 1973, legislation was passed requiring

school districts to offer a Transitional school districts to offer a Transitional Bilingual Education program whenever Bilingual Education program whenever there are 20 or more LEP students with a there are 20 or more LEP students with a common native language enrolled in one common native language enrolled in one school. TBE programs must be taught by a school. TBE programs must be taught by a certificated teacher who is fluent in one of certificated teacher who is fluent in one of the native languages spoken by the the native languages spoken by the students. students.

Example:Example: This program helps limited-English-proficient (LEP) This program helps limited-English-proficient (LEP)

students whose native language is other than students whose native language is other than English become proficient in English so they can English become proficient in English so they can transition into the mainstream education curriculum.transition into the mainstream education curriculum.


ApraxiaApraxia

Impaired ability to organize Impaired ability to organize motor commands to speech motor commands to speech musculature which results in musculature which results in improper sequencing of sounds improper sequencing of sounds in word production.in word production.

Example:Example: When a child mispronounces a When a child mispronounces a

word or words.word or words.Source: Harris, N.G. and McCormick, L., (1994). Exceptional children &

youth. New York: McMillian College Publishing Company.

LanguageLanguage

A body of words and the systems for A body of words and the systems for their use common to people who are their use common to people who are of the same community or nation, the of the same community or nation, the same geographical area or the same same geographical area or the same cultural tradition.cultural tradition.

Example:Example: The two languages of Belgium; a Bantu The two languages of Belgium; a Bantu

language; the French language; the language; the French language; the Yiddish language.Yiddish language.

Source: Excite Reference: infoplease: Atlas at Amazon.com

AphasiaAphasia

The loss of all part of the ability to The loss of all part of the ability to communicate. It results from injury or communicate. It results from injury or disease of the brain centers responsible for disease of the brain centers responsible for communication. Sometimes the person’s communication. Sometimes the person’s ability to understand is also disturbed. ability to understand is also disturbed. Often partial or complete paralysis Often partial or complete paralysis accompanies aphasia. Persons with this accompanies aphasia. Persons with this condition may have difficulty forming condition may have difficulty forming words, or their speech may be grabbed.words, or their speech may be grabbed.

Example:Example: A child can not understand or comprehend the A child can not understand or comprehend the

information given to them due to the injury in information given to them due to the injury in result to this disorder.result to this disorder.

Source: Field Enterprises Educational, Corp., (1970). The World Book Encyclopedia. Chicago: World Book Encyclopedia.

Consonant BlendsConsonant Blends

Consonant blends are Consonant blends are consonants that are grouped consonants that are grouped together and then added to together and then added to vowels and other consonants to vowels and other consonants to make a word. Two letters that make a word. Two letters that create two sounds. It is also create two sounds. It is also anew word-building program anew word-building program that helps students become that helps students become more consistent in their ability to more consistent in their ability to read, write, and spell words.read, write, and spell words.

Source: www.gzkidzone.com/gamesell/p14892.asp

Audio-Lingual MethodAudio-Lingual Method

This is a second language teaching This is a second language teaching methodology that focuses on practicing drills methodology that focuses on practicing drills and memorizing dialogues. It is based on and memorizing dialogues. It is based on B.F. Skinner's behavioral psychology of B.F. Skinner's behavioral psychology of conditioned response and structural conditioned response and structural linguistics. This is a discredited approach linguistics. This is a discredited approach and highly inconsistent with the current and highly inconsistent with the current constructivist paradigm. constructivist paradigm.

Example:Example: This "drill and kill" method consists of lots of This "drill and kill" method consists of lots of error correction and emphasizes practicing error correction and emphasizes practicing language patterns and perfect pronunciation. language patterns and perfect pronunciation.


Bilingual EducationBilingual Education This programmatic requirement for all identified This programmatic requirement for all identified

LEP students is also an instructional approach LEP students is also an instructional approach in which LEP students are able to learn through in which LEP students are able to learn through their first language in order to keep up with their first language in order to keep up with grade level subject matter while simultaneously grade level subject matter while simultaneously developing English language skills. developing English language skills.

There are transitional bilingual programs such There are transitional bilingual programs such as quick-exit and late-exit and maintenance as quick-exit and late-exit and maintenance bilingual programs such as dual or two-way bilingual programs such as dual or two-way immersion. According to current theory and immersion. According to current theory and research, only late-exit and immersion result in research, only late-exit and immersion result in the development of high academic the development of high academic achievement for language minority students. achievement for language minority students.


First/Second Language (L1-L2)First/Second Language (L1-L2)

The first language (L1) of a child is The first language (L1) of a child is the mother tongue or the native the mother tongue or the native language. It is the language learned language. It is the language learned first and usually the home language. first and usually the home language.

The second language, the L2, is the The second language, the L2, is the target language or the language target language or the language learned after the first language is learned after the first language is acquired. It may eventually become acquired. It may eventually become the student's dominant language, the student's dominant language, especially if it is the only language especially if it is the only language he/she is schooled in.he/she is schooled in.


Limited English Proficient (LEP)Limited English Proficient (LEP)

This is the label commonly used to This is the label commonly used to describe students who have a native describe students who have a native language other than English and language other than English and who are in the process of acquiring who are in the process of acquiring English as a second language. English as a second language.

More recently the term "English More recently the term "English Learners" has been promoted in Learners" has been promoted in California by the State Department's California by the State Department's Office of Bilingual Education. Office of Bilingual Education.


Natural ApproachNatural Approach

This second language "acquisition-based" method This second language "acquisition-based" method focuses on authentic communication as its primary goal. focuses on authentic communication as its primary goal. It is characterized as a low-anxiety approach because It is characterized as a low-anxiety approach because the focus is on meaning rather than form. Speech is not the focus is on meaning rather than form. Speech is not forced with this method, but is allowed to emerge forced with this method, but is allowed to emerge naturally. naturally.

The natural approach is the application of "Mama's" The natural approach is the application of "Mama's" method to second language teaching. It is guided by the method to second language teaching. It is guided by the following principles: following principles: comprehension precedes productioncomprehension precedes production production emerges in stagesproduction emerges in stages curriculum consists of communicative goalscurriculum consists of communicative goals activities that are task-based strive to lower student activities that are task-based strive to lower student

anxiety. anxiety.


PREVIEW/REVIEW:PREVIEW/REVIEW: This technique used in mainstream This technique used in mainstream and bilingual classrooms previews and bilingual classrooms previews the lesson for the LEP students to the lesson for the LEP students to give them advanced prior knowledge give them advanced prior knowledge about the forthcoming lesson to be about the forthcoming lesson to be presented to the whole class. This presented to the whole class. This "preview" will lower the anxiety and "preview" will lower the anxiety and give the second language learner a give the second language learner a context for the future lesson. context for the future lesson.

Prior KnowledgePrior Knowledge

A significant indicator of academic A significant indicator of academic success for language minority success for language minority students is to build on the students is to build on the background experiences they background experiences they already have. The ability of a student already have. The ability of a student to make sense out of the input to make sense out of the input received in a second language is received in a second language is largely due to the experiences and largely due to the experiences and knowledge they have acquired knowledge they have acquired through the first language. through the first language.


Sheltered InstructionSheltered Instruction

Sheltered instruction is a term that Sheltered instruction is a term that describes an approach to teaching describes an approach to teaching mainstream content to second language mainstream content to second language learners. Sheltered instruction focuses on learners. Sheltered instruction focuses on grade level curricula, uses English as the grade level curricula, uses English as the medium of instruction, and employs many medium of instruction, and employs many techniques (e.g., contextual clues, techniques (e.g., contextual clues, scaffolding, cooperative learning, advance scaffolding, cooperative learning, advance organizers) to help second language organizers) to help second language students access the core curriculum.students access the core curriculum.


Silent WaySilent Way

This is a second language This is a second language teaching approach developed in teaching approach developed in the Midwestern part of the the Midwestern part of the world. This method utilizes world. This method utilizes colored charts and Cuisenaire colored charts and Cuisenaire rods to develop language. rods to develop language. Although it is student centered, Although it is student centered, it is nevertheless a grammar-it is nevertheless a grammar-oriented method. oriented method.


Total Physical ResponseTotal Physical Response

Generally labeled TPR, this approach was Generally labeled TPR, this approach was pioneered by James Asher and involves pioneered by James Asher and involves the skillful use of the command system of the skillful use of the command system of language by the teacher to develop language by the teacher to develop receptive language. receptive language.

Students respond physically rather than Students respond physically rather than verbally and speech emerges naturally as verbally and speech emerges naturally as students begin to give those commands to students begin to give those commands to other students. This empirically sound other students. This empirically sound method has 30 years of research to method has 30 years of research to support its effectiveness as a low stress, support its effectiveness as a low stress, high retention second language approach. high retention second language approach.


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