NBPTS EAYA World Languages flashcards

33 cards. Read the term and the definition here. The deck at the top of this page is optional.

BICS vs. CALP

Cummins's distinction between basic interpersonal communicative skills, which take roughly one to three years to develop, and cognitive academic language proficiency, which typically takes five to seven years.

Interlanguage

The learner's evolving internal grammar system, which is rule-governed and distinct from both the first language and the target language; systematic errors reveal its current rules.

Affective filter

Krashen's construct describing how anxiety, low motivation, and low self-confidence can block learners from processing comprehensible input even when it is available.

Input hypothesis (i+1)

Krashen's claim that acquisition occurs when learners comprehend input slightly beyond their current level of competence, provided meaning is negotiated successfully.

Heritage language learner

A learner who has a personal or familial connection to the target language and culture, often with strong oral skills but limited academic literacy in that language.

L1 transfer

The influence of a learner's first language on second-language production and comprehension, which can support learning through cognates or interfere through differing grammatical systems.

Interrupted formal education

A schooling history with significant gaps, which affects literacy development and requires scaffolding rather than assumptions about a learner's underlying ability.

Interpersonal communication

Spontaneous two-way negotiation of meaning in speaking or writing, in which participants jointly construct the exchange rather than deliver rehearsed or memorized text.

Interpretive communication

One-way receptive communication in which a learner listens to, reads, or views a text and demonstrates comprehension without negotiating meaning with the author.

Presentational communication

Planned, revised one-way production for a specified audience and purpose, whether spoken or written, with no immediate feedback from the audience.

Information gap task

A communicative task in which each participant holds information the other lacks, requiring unrehearsed exchange of meaning rather than display of known answers.

Circumlocution

A repair strategy in which a learner paraphrases or describes around an unknown word, demonstrating communicative competence rather than abandoning the message.

Register and politeness

Systems of formality and honorifics, such as tu/vous, tú/usted, du/Sie, and keigo, that encode social relationships and are therefore culture-bearing grammar.

Three Ps of culture

The framework of cultural products (artifacts and texts), practices (behaviors and rituals), and perspectives (values and beliefs) used to organize culture instruction.

Intermediate interpersonal speaking

ACTFL level at which a learner communicates in sentences, asks and answers simple questions, and survives predictable, familiar topics with some elaboration.

Advanced interpersonal speaking

ACTFL level at which a learner narrates and describes in major time frames at paragraph length and handles an unexpected complication in the exchange.

Authentic text

A text created by and for native speakers for a genuine communicative purpose, such as a menu, podcast, infographic, or news article, rather than one written to teach grammar.

Global comprehension

Understanding of a text's main idea, purpose, and audience before attention to specific details, the appropriate first stage of interpretive scaffolding.

Inference in interpretation

Deriving meaning not stated explicitly, such as author intent, tone, or cultural assumption, which distinguishes interpretive tasks from literal comprehension checks.

Advance organizer

A pre-reading or pre-listening structure that activates prior knowledge and frames the text's purpose, making authentic input accessible without translating it.

Visual literacy

The ability to read meaning carried by layout, color, image, and sound in multimodal texts such as infographics, memes, and video.

Intermediate interpretive reading

ACTFL level at which a learner understands sentence-level main ideas and some detail on familiar topics, relying on high-frequency vocabulary and clear text structure.

Text-type control

The level of discourse a learner can sustain, from words to phrases to sentences to paragraphs to extended discourse, the strongest indicator of presentational proficiency.

Writing process

The recursive cycle of brainstorming, drafting, revising, editing, and publishing that supports presentational growth when feedback targets meaning before surface accuracy.

Presentational rubric criteria

Separately weighted dimensions such as comprehensibility, organization, vocabulary range, language control, and cultural appropriateness, aligned to the targeted proficiency level.

Audience awareness

A writer's or speaker's adjustment of content, register, and format to a specified audience and purpose, a defining feature of presentational communication.

Backward design

Wiggins and McTighe's planning sequence: identify desired results, determine acceptable evidence, then design learning experiences, so activities follow standards and assessment.

Integrated Performance Assessment

A thematic assessment cycle linking interpretive, interpersonal, and presentational tasks around one unit, scored with proficiency-aligned rubrics.

Formative vs. summative

Formative assessment informs instruction in real time through evidence such as exit tickets and conferencing; summative assessment measures achievement at the end of a unit.

Proficiency vs. performance

Proficiency is functional ability across contexts; performance is ability within a rehearsed classroom context; achievement is mastery of content that was taught.

Target-language use benchmark

The widely cited goal of 90 percent or more comprehensible target-language use in class, supported by visuals, gestures, cognates, and sheltered vocabulary.

Professional learning community

A collaborative team that follows a cycle of inquiry, analyzing student data, planning instruction, implementing, and examining results together.

Seal of Biliteracy

A recognition awarded to students who demonstrate proficiency in two or more languages, used to legitimize multilingualism and expand world-language program demand.