ESL Definitions to know
Basic Interpersonal Communication Skills (BICS) refers to a student’s social English language skills. Research indicates that a student takes 1-3 years to acquire functional social language skills. (Cummins, 1981)
Bilingual/ESL Student File
This file is kept by the Bilingual/ESL teacher at the building of enrollment. It contains a copy of the district registration, assessment data, and family information.
Bilingual Instruction
Bilingual instruction is defined as instruction in curricular content areas, including instruction in English language skills (listening, speaking, reading, writing, and comprehension), through a combination of a student’s native language and English language.
Bilingual Paraprofessional
A bilingual paraprofessional provides support services to the LEP student. Language proficiency must demonstrate in listening, speaking, reading, writing, and comprehension both the English language and the native language for which they provide support services.
Bilingual Program
Bilingual programs use a student's native language, in addition to English, for instruction by bilingual staff.
Bilingual Teacher
A Bilingual teacher is required to be certified in the area of instruction and in addition have a bilingual endorsement. This teacher may provide bilingual or ESL instruction or support services to the ELLs. Frequently, this teacher will provide consultative services to the regular classroom teacher.
CA-60 File
This file is kept in the school office and is the official record of the student. It contains: birth certificate, immunization records, registration documents, standardized test scores, report cards, and other official school documents.
Cognitive Academic Language Proficiency (CALP)
Cognitive Academic Language Proficiency refers to the English language skills necessary to function successfully in an academic/school environment. Research indicates that it takes a student from 3-7 or more years to acquire such academic language skills. (Cummins, 1981)
Co-Teaching
Co-teaching is defined as having an ESL teacher assist in the instruction for content area classes whenever there is a significant population of ELLs in the building.
ELLs (English Language Learners)
ELLs refers to students whose first language is not English, and encompasses both students who are just beginning to learn English (often referred to as limited English proficient or LEP) and those who have already developed considerable proficiency. The term underscores the fact that, in addition to meeting all the academic challenges that face their monolingual peers, these students are learning English.
English Language Proficiency Assessment (ELPA)
The English language Proficiency Assessment is the annual assessment that measures English language proficiency in listening, speaking, reading, writing and comprehension for ELL in Michigan. It is administered in the spring.
English Language Proficiency (ELP)
The proficiency level of an English Language Learner to understand in the four language skill domains: listening, speaking, reading and writing.
English as a Second Language (ESL)
English as a Second Language instruction is used to teach English language components (grammar, vocabulary, and pronunciation) and language skills (listening, speaking, reading, writing, and comprehension) as well as content areas.
English as a Second Language Programs
ESL programs emphasize learning English for both social and academic purposes. English is the language of instruction.
English as a Second Language Class Period
A student receives ESL instruction during a regular class period, often grouped by English language proficiency levels.
English as a Second Language Instruction
ESL is defined as a structured language acquisition program designed to instruct a student in the English language (speaking, reading, writing, and comprehending) and core academic content.
English as a Second Language Teacher
An ESL teacher is required to be certified and have specific training in ESL instruction. The ESL teacher may provide ESL instruction or support services to LEP students and may provide consultative services to regular classroom teachers.
English Language as a Second Language (ESL) FILE
The ESL student file is maintained by the ESL Consultant and contains information regarding the assessment, instruction and monitoring of bilingual students.
FLEP / FES Student
Formerly Limited English Proficient (FLEP) / Fluent English Speaker FES student has been exited from Title III/ESL program because:
The student has scored proficient on the WIDA Access for ELLs and multiple district assessments.
Integrated Language Approach
This is an approach to reading that focuses on meaning and comprehension, quality literature and reading in all areas of the curriculum.
Integration
ELL students are placed in general education classes and may receive tutorial support or receive service through a team approach.
Language Development/Content-based Programs
Language Development/Content-Based programs group ELL students from different languages together in classes where teachers use English as the medium for providing content area instruction. Teachers adapt classroom language to the proficiency level of the students.
Limited English Proficient (LEP)
(See ELL above.)
Multiple Student Data System (MSDS)
The Multiple Student Data System is used for collecting and reporting information to the State of Michigan.
Office of Educational Assessment and Accountability (OEAA)
The Office of Educational Assessment and Accountability provides online access to students’ state assessment data.
Pull-Out Programming
Pull-out programming is defined as intensified individual instruction in the content area or in the English language.
Sheltered English
A modification of the delivery of content material in order to make concepts accessible and comprehensible for ELL students. In sheltered English, teachers use highly specific techniques and strategies to develop concepts and themes while facilitating the acquisition of English. The student gains knowledge as well as the language that encodes that knowledge.
Sheltered Instruction Observation Protocol (SIOP)
A research-based instructional model comprises eight interrelated components and corresponding instructional strategies. This model allows classroom teachers to design and deliver lessons that attend to the academic and linguistic needs of ELLs.
MTSS / Support Team
Northville Public Schools endorses the team approach as the most effective way to deliver services and provide support for ELL students. The following staff may be part of the team working with ELL students and are part of the reclassification team:
Classroom Teacher
Counselor
Social Workers
Psychologist
ESL Consultant/Instructor
ESL Paraprofessional
Learning Consultant
Academic Interventionist
Speech Pathologist
Building Administrator
Resource Teacher
Teacher Consultant
WIDA-ACCESS Placement Test (W-APT)
W-APT stands for the WIDA-ACCESS Placement Test. This assessment tool, known as a “screener”, should be used by educators to measure the English language proficiency of students who have recently arrived in the U.S. or in a particular district. It can help to determine whether or not a
child is in need of English language instructional services.
World-Class Instructional Design and Assessment (WIDA)
World-Class Instructional Design and Assessment is a consortium of states dedicated to the design and implementation of high standards and equitable educational opportunities for English language learners.
WIDA: ACCESS for ELLs
ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) is a secure large-scale English language proficiency assessment given to Kindergarten through 12th graders who have been identified as English language learners (ELLs). It is given annually in WIDA Consortium member states to monitor students' progress in acquiring academic English
WIDA – Alternate ACCESS
The Alternate ACCESS for ELLs is an assessment of English language proficiency (ELP) for students in grades 1 -12 who are classified as English language learners (ELLs) and have significant cognitive disabilities that prevent their meaningful participation in the ACCESS for ELLs® assessment. The No
Child Left Behind Act (NCLB; 2001) requires that all students identified as ELLs be assessed annually for English language proficiency, including students who receive special education services. The
Individuals with Disabilities Education Act (IDEA; 2004) also mandates that students with disabilities participate in state-wide and district-wide assessment programs, including alternate assessments with appropriate accommodations, when it is documented in their Individualized Education Plan (IEP). For this reason, WIDA created the Alternate ACCESS for ELLs to meet federal accountability requirements and to provide educators with a measure sensitive to English language proficiency growth of ELLs with significant cognitive disabilities.
Inclusion
An ELL is placed in general education and may receive tutorial support or receive service through a team approach.
The ESL teacher and paraprofessionals assigned to the building will provide instructional support and materials.
When concerns arise regarding a student’s program, curriculum, and placement, the team outlined above will address these issues at a Child Study meeting. The Child Study Team referrals may be requested by any staff member. The District Title III/ESL supervisor will be notified when a Child Study for an ELL is planned or when a particular student’s problem persists after interventions have been implemented as recommended by the Child Study Team.
Content-based Language Development Programs
Content-based Language Development programs group ELLs from different languages together in classes where teachers use English as the medium for providing content area instruction. Teachers modify classroom language to the proficiency level of the students.
NCLB Title III
Title III is an entitlement program under No Child Left Behind Act of 2001. The purpose of Title III, Part A, is to help ensure that children and youth who are limited English proficient, Native American and/or immigrants, attain English language proficiency, develop high levels of academic attainment in English, and meet the same challenging academic standards that all children are expected to meet. Title III funds are directed to states and eligible local districts or consortia through a formula grant allocation to:
- Develop high-quality language instruction educational programs
- Assist SEAs, LEAs and schools to build their capacity to establish, implement, and sustain language instruction and development programs
- Promote parental and community involvement
- Hold SEAs, LEAs, and schools accountable for increases in English proficiency and core academic content knowledge of limited English proficient children by:
- Demonstrated improvement in the English proficiency of limited English proficient children each fiscal year; and
- Adequate yearly progress for limited English proficient children, including immigrant children and youth, as described in section 1111(b) (2).
Woodcock-Muñoz
An assessment used to determine English language proficiency.