English Language Learner Glossary of Terms
A
Academic Vocabulary: Words and phrases used across subject areas that students need for academic success, including general academic terms (analyze, evaluate, compare) and domain-specific terminology. Unlike everyday vocabulary, academic vocabulary often appears in textbooks, assessments, and formal discussions.
Acculturation: The gradual process by which individuals adapt to a new culture while maintaining aspects of their original cultural identity. For English learners, this includes adjusting to new educational expectations, social norms, and communication styles while preserving connections to their home culture.
ACCESS: Stands for Assessing Comprehension and Communication in English State-to-State for English Language Learners. This is the annual summative English language proficiency assessment used by WIDA consortium states to measure the progress of English learners in listening, speaking, reading, and writing.
Active Participation: Instructional strategies that engage all students simultaneously in processing and responding to content, rather than relying on volunteers. Techniques include think-pair-share, response cards, whiteboards, choral responses, and total physical response (TPR).
Asynchronous Learning: Educational activities that do not require real-time interaction between teachers and students. Learners access materials, complete assignments, and participate in discussions on their own schedule, which can benefit English learners who need additional time to process language.
AZELLA: Stands for Arizona English Language Learner Assessment. Arizona's state-mandated test for identifying English learners, measuring English language proficiency, and determining when students are ready for reclassification.
B
BICS: Stands for Basic Interpersonal Communication Skills. The conversational, context-embedded language used in everyday social interactions, typically acquired within 1-3 years of English exposure. BICS develops faster than academic language because it is supported by facial expressions, gestures, and immediate context.
C
CALP: Stands for Cognitive Academic Language Proficiency. The formal, context-reduced language required for academic success includes complex vocabulary, abstract concepts, and sophisticated grammatical structures. CALP typically takes 5-7 years to develop and is essential for reading textbooks, writing essays, and understanding academic lectures.
"Chunk and Chew" Information: An instructional strategy that breaks content into smaller, manageable pieces (chunks) and provides processing time (chew) between each segment. This approach supports English learners by preventing cognitive overload and allowing time to connect new information to prior knowledge.
Cognates: Words in different languages that share a common origin and have similar spelling, pronunciation, and meaning. For example, "education" (English) and "educación" (Spanish). Teaching cognate awareness helps English learners utilize their native language to expand their English vocabulary.
Comprehensible Input: Language input that is slightly above a learner's current proficiency level but made understandable through context, visuals, gestures, and other supports. Based on Stephen Krashen's theory, comprehensible input is essential for language acquisition to occur.
Content Objectives: Clear, measurable goals that identify what students will learn about the subject matter during a lesson. In classes with English learners, content objectives work alongside language objectives to ensure students develop both academic knowledge and language skills.
Core Content: The essential academic subjects—typically English language arts, mathematics, science, and social studies—that form the foundation of K-12 curriculum. English learners must access core content while simultaneously developing English proficiency.
Co-teaching: A collaborative instructional model where two teachers (often a content teacher and an ELD specialist) share responsibility for planning, instruction, and assessment within the same classroom. This approach helps integrate language development with content learning.
Cross-Curricular Content: Cross-curricular content integrates multiple subjects into a single lesson or project, breaking down silos to show how knowledge connects in the real world. An example of cross-curricular content in English language development would be using math vocabulary and concepts in the context of English language instruction. This approach deepens understanding of academic language and boosts engagement by showing the relevance of language across their academic courses.
D
Designated ELD: Protected time during the school day dedicated exclusively to English language development instruction for English learners. During designated ELD, teachers use state-adopted ELP standards to systematically build students' listening, speaking, reading, and writing skills in English.
Diagnostic Assessments: Tools used to identify specific strengths and gaps in a student's language development, including skills like grammar, vocabulary, pronunciation, reading, and listening. Results help teachers tailor instruction and focus on areas needing improvement, going beyond simple scores to reveal why students struggle.
Differentiated Instruction: A teaching approach that adjusts content, process, product, or learning environment based on student readiness, interests, and learning profiles. For English learners, differentiation often involves varying language supports, providing multiple means of demonstrating knowledge, and adjusting text complexity.
DLL: Stands for Dual Language Learner. A term commonly used in early childhood education for young children (birth through age 5) who are learning two or more languages simultaneously or learning a second language while continuing to develop their first language.
Dually-Identified English Learner: A student classified as both an English learner and eligible for special education services. These students require coordinated support addressing both language development needs and disability-related needs, with careful attention to distinguishing between language differences and learning disabilities.
E
EAL: Stands for English as an Additional Language. A term used internationally (particularly in the UK, Australia, and Canada) that recognizes English as one of multiple languages a student is learning, rather than implying a deficit. Emphasizes the additive nature of multilingualism.
EB: Stands for Emergent Bilingual. A term that highlights the developing bilingualism of students learning English while maintaining their home language, emphasizing assets rather than deficits. Recognizes that students are gaining a new language rather than simply lacking English proficiency.
EL: Stands for English Learner. The federal term for students whose home language is other than English and who are developing English proficiency. Used in federal legislation and most state accountability systems.
ELD: Stands for English Language Development. Instruction specifically designed to develop English learners' proficiency in listening, speaking, reading, and writing in English. ELD can be delivered as designated (stand-alone) or integrated (embedded in content instruction).
ELE: English Learner Education. A term used in some states (notably Massachusetts) to describe the programs, services, and instruction provided to English learners. ELE encompasses both the policies governing how schools serve English learners and the instructional approaches used to develop English proficiency and academic content knowledge.
ELL: Stands for English Language Learner. A commonly used term for students learning English as an additional language. While still prevalent, many educators now prefer "English learner" (EL) or "multilingual learner" (ML) as more concise or asset-based alternatives.
ELP: Stands for English Language Proficiency. A measure of a student's ability to use English for academic and social purposes across listening, speaking, reading, and writing domains. ELP is assessed annually through state-mandated assessments to track progress and determine program placement.
ELPA21: Stands for English Language Proficiency Assessment for the 21st Century. A consortium-developed summative assessment that measures English language proficiency aligned with college and career readiness standards, used by several states, including Arkansas, Iowa, Nebraska, Ohio, and West Virginia.
ELPAC: Stands for English Language Proficiency Assessments for California. California's state assessment used to identify students as English learners, measure annual progress in English proficiency, and determine readiness for reclassification. Consists of an Initial Assessment for new students and a yearly Summative Assessment.
ELPS: Stands for English Language Proficiency Standards. State-adopted standards that outline the language skills English learners need to develop in listening, speaking, reading, and writing to succeed academically. These standards guide instruction and assessment for English learners.
ELT: Stands for English Language Teaching. The practice and profession of teaching English to speakers of other languages. Often used in international contexts and encompasses various methodologies, approaches, and settings for English instruction.
ENL: Stands for English as a New Language. A term used primarily in New York State that emphasizes English as an addition to a student's existing language repertoire. Reflects an asset-based perspective on multilingualism.
ESL: Stands for English as a Second Language. A traditional term for programs and instruction designed for students learning English. While still commonly used, "English language development" (ELD) is often preferred as it avoids the assumption that English is specifically the student's second language.
ESOL: Stands for English for Speakers of Other Languages. A term used to describe both the students learning English and the programs serving them. Common in some states (such as Florida) and in adult education contexts.
Equitable Instruction: Teaching practices that recognize and respond to diverse student needs, ensuring all learners have access to rigorous content and appropriate supports. For English learners, this means providing language accommodations while maintaining high academic expectations.
Explicit Instruction: A structured, systematic approach to teaching that includes clear explanations, modeling, guided practice, and independent practice. Particularly beneficial for English learners as it reduces ambiguity and provides clear models of academic language and skills.
Extended or Expanded Learning Opportunities: Extended or Expanded Learning Opportunities (ELOs) are programs outside regular school hours (before/after school, summer, breaks) offering hands-on, engaging activities like clubs, tutoring, arts, or job shadowing to build academic, social-emotional, and physical skills, complementing classroom learning and supporting student development.
F
False Cognates: Words in different languages that look or sound similar but have different meanings. For example, Spanish "embarazada" means pregnant, not embarrassed. Awareness of false friends helps teachers anticipate and address potential confusion for English learners.
FPM: Stands for Federal Progress Monitoring. A required process for tracking the English language development and academic achievement of English learners over time to ensure they are making adequate yearly progress toward proficiency goals.
Formative Assessments: Ongoing assessments used during instruction to monitor student learning, provide feedback, and adjust teaching. For English learners, formative assessment should include multiple ways to demonstrate understanding that are not solely dependent on English proficiency.
Functional Vocabulary: High-frequency words and phrases that students need for everyday communication and basic academic tasks, such as classroom directions, social interactions, and survival language. Often prioritized in early stages of English language development.
G
Gradual Release of Responsibility: The Gradual Release of Responsibility (GRR) is a teaching framework that shifts learning ownership from teacher to student through stages: "I Do" (teacher models), "We Do" (teacher and students practice together with support), "You Do Together" (students collaborate), and "You Do Alone" (independent practice), moving from full teacher guidance to full student independence for mastery. This instructional model helps students build self-efficacy and critical thinking as they learn new skills and concepts
Graphic Organizers: Visual tools that help students organize information and show relationships between concepts. For English learners, graphic organizers reduce the language load of tasks, make abstract concepts concrete, and provide a structure for oral and written responses. Common types include Venn diagrams, T-charts, concept maps, and sequence charts.
Guided Reading: A small-group instructional approach where teachers work with students at similar reading levels, providing targeted support as they read texts at their instructional level. For English learners, guided reading offers opportunities for explicit vocabulary instruction, language modeling, and immediate feedback in a low-risk setting.
H
Hybrid Curriculum: An instructional approach that combines in-person and online learning components. For English learners, effective hybrid models include synchronous language practice opportunities alongside asynchronous content review with built-in language supports.
I
IEP: Stands for Individualized Education Program. A legal document developed for students eligible for special education services that outlines specific learning goals, accommodations, and services. For dually-identified English learners, the IEP should address both disability-related needs and language development.
Independent Study: A learning arrangement where students work on assignments outside traditional classroom instruction, often with periodic check-ins with a teacher. English learners in independent study require structured language supports and regular opportunities for oral language practice.
Integrated ELD: English language development instruction that occurs throughout the school day within content-area classes (science, math, social studies, ELA). Teachers embed language instruction into subject-matter teaching, helping English learners develop academic language while learning content.
Interpretive Language: The receptive language skills of listening and reading, where learners interpret and make meaning from spoken or written messages. In language proficiency standards, interpretive mode is distinguished from interpersonal and presentational modes of communication.
Intervention: Targeted instruction designed to help students who are struggling academically by providing extra support to close learning gaps. For English learners, interventions may address language development, literacy skills, or content knowledge, and should be carefully designed to distinguish between language acquisition needs and other learning difficulties.
J
Jigsaw: A cooperative learning strategy where students become "experts" on one piece of content and then teach it to peers. For English learners, jigsaw activities create authentic purposes for academic talk, provide multiple exposures to content through listening and speaking, and allow students to rehearse language in smaller groups before presenting.
K
Krashen's Hypotheses: A set of influential second language acquisition theories developed by Stephen Krashen. Key components include the Input Hypothesis (we acquire language by understanding messages slightly above our current level), the Affective Filter Hypothesis (anxiety and low motivation block language acquisition), and the distinction between acquisition (subconscious) and learning (conscious). These theories underpin many ELD instructional practices.
L
Language Domains: The four areas of language proficiency: listening, speaking, reading, and writing. English language proficiency assessments measure student abilities across all four domains, and instruction should address development in each area.
Language Notebooks: Student journals or notebooks used to record new vocabulary, sentence frames, grammar patterns, and language learning strategies. These tools help English learners build personal references for academic language and track their language development.
Language Objectives: Specific, measurable goals that identify the academic language students will learn or use during a lesson, including vocabulary, grammatical structures, language functions, and language skills. Language objectives accompany content objectives in effective instruction for English learners.
LTEL (Long-Term English Learners): Students who have been enrolled in U.S. schools for six or more years without reaching English proficiency. LTELs often have strong oral English skills but struggle with academic reading and writing, requiring targeted intervention that addresses academic literacy gaps.
M
ML/MLL (Multilingual Learner): Stands for Multilingual Learner. An asset-based term recognizing that students are developing proficiency in multiple languages, including English. Increasingly preferred over deficit-focused terminology as it highlights students' linguistic resources rather than limitations.
Multilevel Classroom: A classroom containing students at various English proficiency levels, from newcomers to advanced learners. Teachers in multilevel classrooms use differentiated instruction, flexible grouping, and tiered assignments to meet diverse language needs.
Multimodal: Instructional approaches that use multiple modes of communication and representation—such as visual, auditory, textual, and kinesthetic—to convey meaning. Multimodal instruction supports English learners by providing multiple entry points to content.
Multisensory: Teaching techniques that engage multiple senses (sight, hearing, touch, movement) simultaneously to reinforce learning. Particularly effective for English learners and struggling readers, as it creates multiple pathways to memory and understanding.
MTSS: Multi-Tiered System of Supports. A framework for providing increasingly intensive interventions to students based on their needs. For English learners, MTSS should include appropriate language supports at each tier and distinguish between language development needs and potential learning difficulties.
N
Newcomer English Learners: Students who have recently arrived in the U.S. (typically within 1-3 years) and are in the early stages of English language development. Newcomers require intensive language support, culturally responsive instruction, and often social-emotional support as they adjust to new educational and cultural environments.
O
OELA: Office of English Language Acquisition. The federal office within the U.S. Department of Education is responsible for providing national leadership to help English learners and immigrant students attain English proficiency and meet academic standards. OELA administers Title III grants and disseminates research-based resources for educators.
Oral Language Development: The process of building listening and speaking skills, including vocabulary, grammar, pronunciation, and pragmatics. Oral language is foundational to literacy development—students who develop strong oral language skills in English are better prepared for academic reading and writing. Effective instruction includes structured talk routines, academic discussions, and explicit vocabulary teaching.
Output Hypothesis: Merrill Swain's theory that producing language (speaking and writing) plays a crucial role in language acquisition, not just receiving input. When learners attempt to communicate, they notice gaps in their language knowledge, test hypotheses about how the language works, and receive feedback. This theory supports the importance of giving English learners ample opportunities to speak and write.
P
Paraprofessional: An educational staff member who works under the supervision of a certified teacher to support instruction. Paraprofessionals often provide primary language support, small-group instruction, and individualized assistance to English learners.
Pedagogy: The art, science, and practice of teaching, including instructional methods, strategies, and approaches. Effective pedagogy for English learners integrates language development with content instruction and responds to students' linguistic and cultural backgrounds.
Performance Indicator: Observable, measurable descriptions of what students can do at each level of language proficiency. Performance indicators in ELP standards describe listening, speaking, reading, and writing abilities that teachers can assess to determine a student's language development level.
Productive Language: The expressive language skills of speaking and writing, where learners produce spoken or written messages. Productive skills generally develop more slowly than receptive skills (listening and reading) for English learners.
Progress Monitoring: Systematic assessment practices used to track student growth over time and evaluate the effectiveness of instruction. For English learners, progress monitoring should measure both English language development and academic content learning.
Pull-out Support: An instructional model where English learners are removed from mainstream classes for designated English language development instruction with a specialist. This model provides focused language instruction but reduces time in content classes.
Push-in Support: An instructional model where an ELD specialist enters the mainstream classroom to provide language support during content instruction. This collaborative approach allows English learners to access grade-level content while receiving language assistance.
Q
Qualitative Data: Descriptive, non-numerical information gathered through observations, interviews, student work samples, and anecdotal records. Provides context and depth to understanding English learner progress and needs beyond what test scores reveal.
Quantitative Data: Numerical information that can be measured and analyzed statistically, such as test scores, proficiency levels, attendance rates, and reclassification numbers. Used alongside qualitative data to inform decisions about English learner programs.
R
RAEL: Stands for Recently Arrived English Learner. A federal designation for English learners who have been enrolled in U.S. schools for 12 months or less, qualifying them for certain testing accommodations and accountability provisions under ESSA.
Receptive Language: The ability to understand and process language through listening and reading. Receptive skills typically develop before productive skills (speaking and writing), meaning English learners often understand more than they can express.
Reclassification/Redesignation: The process by which an English learner is determined to have achieved sufficient English proficiency to exit EL status and services. Criteria typically include English proficiency assessment scores, academic performance, teacher evaluation, and parent consultation.
Register: Register refers to variation in the vocabulary, grammar, and discourse of a language to meet the expectations of a particular context. A context can be defined by numerous elements, such as audience, task, purpose, setting, social relationship, and mode of communication (written versus spoken).
S
Scaffolding: Temporary supports that help students access content and complete tasks they could not accomplish independently. For English learners, scaffolds include sentence frames, graphic organizers, word banks, visuals, native language support, and strategic grouping. Scaffolds are gradually removed as students develop proficiency.
Science of Reading: A body of research spanning cognitive psychology, linguistics, and neuroscience that explains how the brain learns to read. For English learners, the Science of Reading principles emphasize systematic phonics instruction, vocabulary development, and building background knowledge alongside language development.
SDAIE: Stands for Specially Designed Academic Instruction in English. An instructional approach that makes grade-level content accessible to English learners through strategies such as visual supports, cooperative learning, graphic organizers, and explicit vocabulary instruction while maintaining academic rigor.
SEI: Sheltered English Immersion. An instructional approach where English learners receive content instruction in English, with curriculum and teaching methods adapted to make academic subjects comprehensible while simultaneously promoting English language development. SEI classrooms use strategies such as visual supports, modified speech, explicit vocabulary instruction, and hands-on activities to help students access grade-level content.
SGI: Stands for Small Group Instruction. Targeted teaching delivered to small groups of students (typically 3-6) who share similar learning needs. For English learners, SGI allows for differentiated language support, increased speaking opportunities, and focused attention on specific skills.
Shades of Meaning: Shades of meaning can be created using vocabulary, figurative language, phrasing, and dependent clauses to emphasize something or express degrees of intensity (e.g., Cheryl was mad vs. Cheryl was incandescent). As English learners progress through the grades, they should begin to use shades of meaning in increasingly sophisticated ways in their writing or speaking to get their audience to react in a certain way (e.g., build suspense) or to persuade them to take action.
Sheltered Instruction: An approach to teaching content to English learners that makes academic content comprehensible while promoting English language development. Techniques include visual supports, adapted texts, interactive activities, and explicit attention to academic language.
"Silent Period": A natural phase in second language acquisition when learners focus on listening and processing language before they feel comfortable producing speech. The silent period can last from a few weeks to several months and should be respected while still providing opportunities for nonverbal participation.
SLIFE/SIFE: Stands for Students with Limited or Interrupted Formal Education. English learners who have experienced gaps in their schooling due to war, migration, poverty, or other circumstances, often resulting in below-grade-level literacy in their home language. SLIFE require specialized instruction addressing foundational skills alongside English development.
Summative Assessments: Evaluations administered at the end of an instructional period to measure what students have learned. For English learners, summative assessments should include appropriate accommodations and consider how language proficiency may affect students' demonstration of content knowledge.
"Summer Slide": The loss of academic skills and knowledge that can occur during summer break when students are not engaged in structured learning. English learners may be particularly vulnerable due to reduced exposure to academic English during the summer months.
T
TELPAS: Texas English Language Proficiency Assessment System. Texas's state assessment for measuring the English language proficiency of English learners in listening, speaking, reading, and writing, used for both progress monitoring and accountability.
TOSA: Teacher on Special Assignment. An experienced teacher who takes on specialized roles such as coaching, curriculum development, or program coordination rather than direct classroom instruction. TOSAs often support ELD programs by providing professional development and instructional support to classroom teachers.
Transferable Language Skills: Linguistic knowledge and abilities that apply across languages, such as phonemic awareness, comprehension strategies, writing conventions, and academic concepts. Recognizing and building on students' first language skills accelerates English development.
Translanguaging: The natural, fluid use of a student's entire linguistic repertoire to communicate, learn, and make meaning, rather than treating languages as separate systems. For example, an English learner might read a passage in English, discuss it with peers in Spanish, and then present conclusions in English.
Trauma Informed Teaching: Educational practices that recognize the impact of trauma on learning and behavior, create safe and supportive environments, and avoid re-traumatization. Particularly important for newcomer English learners who may have experienced refugee experiences, family separation, or other significant stressors.
Triangulating Data: Using multiple sources of information (assessments, observations, work samples, input from various stakeholders) to make well-informed decisions about student placement, instruction, and progress. Triangulation provides a more complete picture of English learner needs and growth.
U
UDL: Universal Design for Learning. An educational framework that guides the design of flexible learning experiences to accommodate individual differences. UDL emphasizes multiple means of engagement, representation, and action/expression. For English learners, UDL principles align with effective ELD practices by building in supports such as visual representations, varied ways to demonstrate knowledge, and student choice.
V
Visual Supports: Images, diagrams, charts, realia, gestures, and other non-linguistic representations used to make content comprehensible for English learners. Visual supports reduce dependence on language alone, activate prior knowledge, and help students connect new vocabulary to concrete meanings. Effective visual supports are purposefully selected to clarify key concepts rather than being simply decorative.
W
WIDA: A consortium of states and territories that developed widely-used English language proficiency standards and assessments. WIDA standards organize language development into six levels (Entering, Emerging, Developing, Expanding, Bridging, Reaching) and provide frameworks for instruction and assessment.
"Writer's Workshop": An instructional approach that gives students regular, extended time to write with teachers and peer support through mini-lessons, conferencing, and sharing. Adapted for English learners with sentence starters, mentor texts, and explicit language instruction embedded in the writing process.
Z
ZPD (Zone of Proximal Development): Lev Vygotsky's theory describing the space between what a learner can do independently and what they can accomplish with guidance from a more knowledgeable person. ZPD is the theoretical foundation for scaffolding—effective instruction targets this zone, providing temporary supports that enable students to perform tasks just beyond their current ability and gradually releasing responsibility as competence grows.