MTLE English as a Second Language (Grades K-12) key terms

Everyday conversational language used in social, face-to-face situations. It develops relatively quickly, usually within one to three years of exposure, and is supported by context and gestures. It is insufficient by itself for academic success.

The language proficiency needed to understand and produce school content without contextual support. It involves abstract vocabulary and complex syntax and typically takes five to seven years to develop to grade level.

A framework that sorts language tasks by cognitive demand and contextual support, producing four quadrants. Tasks that are cognitively demanding with little context are the hardest and require the strongest academic language proficiency.

The vocabulary, grammar, and discourse patterns students need to read, write, and discuss subject-area content. It includes cross-curricular terms, subject-specific terms, and the language functions used to compare, explain, or argue.

The smallest unit of sound that distinguishes meaning in a language. English has roughly forty-four phonemes, and learners must perceive and produce them to be understood. Phonemes are sounds, not written letters.

The ability to notice, think about, and manipulate individual sounds in spoken words, such as blending or segmenting them. It is an auditory skill and a strong predictor of early reading success for English learners.

Instruction that teaches the relationship between letters or letter patterns and the sounds they represent. It connects print to speech and supports decoding, but it does not by itself build comprehension or vocabulary.

The study of word structure, including roots, prefixes, and suffixes and the rules for combining them. Knowledge of morphemes helps learners infer the meaning of unfamiliar academic words and spell them accurately.

The rules governing how words combine into phrases and sentences in a language. Differences between a learner's first language and English syntax often explain recurring errors in word order or verb placement.

The study of how context shapes meaning, including politeness, turn-taking, and implied intent. A learner may form grammatically correct sentences yet still misread a request or offend a listener through pragmatic error.

The variety of language chosen for a particular audience and situation, ranging from casual speech to formal academic writing. English learners often need explicit teaching about which register fits school tasks.

Two words that differ by only one sound, such as ship and sheep. Teachers use minimal pairs to help learners hear and produce distinctions that may not exist in their first language.

The influence of a learner's first language on the acquisition of a second. It can help when patterns match and cause errors when they differ, affecting pronunciation, grammar, and vocabulary choices.

The evolving rule system a learner builds between the first language and the target language. It is systematic and changes over time as the learner tests and revises hypotheses about how the new language works.

The point at which a learner's incorrect language feature stops developing and becomes a stable part of their interlanguage. It often persists despite instruction and may require focused corrective feedback to address.

A method of examining learner errors to determine whether they reflect first-language influence, overgeneralization of a rule, or incomplete knowledge. It treats errors as evidence of an active learning process.

The practice of comparing a learner's first language with the target language to predict where difficulty is likely. Similar structures may transfer easily, while differing structures may produce interference errors.

Spoken or written language slightly beyond a learner's current level but made understandable through context, visuals, and repetition. It is a core condition for language acquisition in Krashen's theory.

A hypothesized mental barrier that rises when a learner feels anxious, unmotivated, or embarrassed. A high filter reduces how much comprehensible input the learner takes in and processes.

A stage in early second language acquisition when a learner listens and observes without producing much speech. Forcing early oral output can raise anxiety; teachers instead provide low-pressure participation options.

The combined ability to use language appropriately and accurately, covering grammatical, sociolinguistic, discourse, and strategic knowledge. It goes beyond correct sentences to include knowing when and how to use them.

Temporary supports a teacher provides so a learner can complete a task that would otherwise be too difficult. Supports are gradually withdrawn as the learner gains independence and skill.

The gap between what a learner can do alone and what they can do with guidance from a more capable person. Instruction is most effective when targeted within this range.

An approach that teaches grade-level content in English while adjusting language demands so English learners can access the material. It combines content objectives with explicit language objectives and heavy scaffolding.

A widely used lesson-planning framework for sheltered instruction with eight components, including preparation, building background, comprehensible input, strategies, interaction, practice, lesson delivery, and review. It helps teachers plan lessons that integrate content and language.

A statement of the language students will use or develop during a lesson, such as explaining a process with sequence words. It is written alongside the content objective and makes language growth intentional.

A statement of the subject-area knowledge or skill students should master in a lesson, drawn from grade-level standards. It is paired with a language objective so learners develop both simultaneously.

The purpose for which language is used in a task, such as describing, comparing, sequencing, or persuading. Naming the function helps teachers select the vocabulary and sentence frames students will need.

A partially completed sentence with blanks that students fill in to practice a target structure or function. Frames give English learners a supported way to produce academic language before they can do so independently.

Ongoing checks during instruction that reveal what students understand so teaching can be adjusted. Examples include exit tickets, observation, and quick written responses. It is separate from grading for accountability.

An evaluation of learning at the end of a unit, course, or year, used to measure achievement against standards. Results are typically reported or used for placement and accountability decisions.

An accommodation changes how a student accesses content or shows learning without altering expectations, such as extra time or a bilingual glossary. A modification changes the content or performance level itself.

A brief end-of-lesson task, often one or two questions or a short prompt, that shows whether students met the day's objective. It gives teachers quick data for planning the next lesson.

Words in two languages that share a common origin and often look and mean something similar, such as family and familia. Teaching cognates builds vocabulary quickly, but false cognates must be flagged explicitly.

Additive bilingualism adds a second language while maintaining and valuing the first. Subtractive bilingualism replaces the first language with the second, often eroding identity and family communication.

Instruction that uses students' cultural knowledge, experiences, and communication styles as resources for learning. It includes diverse texts, varied participation structures, and high expectations for all learners.

The skills, knowledge, and experiences families and communities possess that can be connected to classroom learning. Tapping these resources validates students' backgrounds and enriches instruction.

A 1974 U.S. Supreme Court decision holding that schools receiving federal funds must provide meaningful language support so English learners can participate in instruction. It established that equal facilities alone are not enough.

A 1981 federal appellate ruling that set a three-part test for English learner programs: sound educational theory, effective implementation with adequate resources, and evidence of results. It remains a key compliance standard.

A 1974 federal law prohibiting states from denying equal educational opportunity on the basis of race, color, sex, or national origin. It requires schools to help students overcome language barriers.