NBPTS EAYA World Languages key terms

The mode in which learners read, listen to, or view authentic texts and construct meaning without producing a response in real time. It emphasizes comprehension of cultural and linguistic content rather than interaction.

Two-way, unrehearsed exchange in which participants negotiate meaning, take turns, and adjust language based on listener feedback. It is spontaneous rather than scripted and typically involves speaking or signing with another person.

One-way communication in which a learner prepares and delivers spoken or written language for an audience, such as a report, story, or speech. The focus is on crafting a coherent message rather than reacting to a partner.

Material created by and for native speakers for a real communicative purpose, such as a menu, news article, or podcast. It is not simplified for learners and reflects genuine cultural products and practices.

The process by which speakers repair misunderstandings through clarification requests, repetition, or rephrasing. It is central to interpersonal communication and shows learners actively constructing shared understanding.

Language that learners can understand even though it contains some unfamiliar elements, allowing acquisition to proceed. Teachers adjust speed, vocabulary, and context clues so that meaning is accessible without oversimplifying content.

Temporary supports such as models, sentence frames, visuals, or graphic organizers that help learners complete tasks they could not yet do alone. Supports are gradually removed as competence grows.

The gap between what a learner can do independently and what they can accomplish with guidance from a more capable peer or teacher. Instruction is most effective when targeted within this range.

A description of what a learner can do with language across a continuum, often expressed through novice, intermediate, and advanced bands. Levels describe functional ability rather than specific course content or grammar knowledge.

A learner-friendly description of a concrete communicative task a student can perform at a given proficiency level, such as ordering a meal or describing a past event. These statements make goals transparent and support self-assessment.

Evaluation in which learners demonstrate language ability through realistic tasks such as a conversation, presentation, or written message. Judgments are based on criteria rather than on isolated grammar items.

A multi-part assessment cycle in which learners interpret an authentic text, then use it as the basis for interpersonal and presentational tasks. It connects the three communication modes around a single cultural theme.

A scoring guide that lists criteria and describes levels of quality for each, allowing consistent judgment of complex performance. Analytic rubrics separate dimensions such as comprehensibility, vocabulary, and cultural appropriateness.

Ongoing checks during instruction that reveal what learners understand and where they need support. Results inform immediate teaching adjustments rather than contributing to a final grade.

Evaluation conducted at the end of a unit or course to judge overall achievement against learning goals. It typically yields a grade or score and is less useful for adjusting instruction in the moment.

Information given to learners about their performance that helps them close the gap between current and desired ability. Effective feedback is specific, timely, and focused on meaning as well as form.

An implicit corrective move in which a teacher restates a learner's incorrect utterance in the correct form without explicitly flagging the error. It models accurate language while keeping conversation flowing.

The evolving internal rule system a learner builds while acquiring a second language. It is neither the first language nor the target language and changes as learners test and revise hypotheses.

The influence of a learner's first language or prior knowledge on second language learning. It can support comprehension when patterns align or cause errors when structures differ.

The persistence of an incorrect or non-native form in a learner's language despite exposure and instruction. It often occurs when errors do not impede communication and therefore go uncorrected.

A metaphorical barrier of anxiety, low motivation, or low self-confidence that can block learners from taking in understandable language. Lowering it through a supportive climate supports acquisition.

Tangible or intangible creations of a culture, such as food, literature, music, laws, and games. Studying them alongside practices and perspectives helps learners move beyond surface facts.

The patterns of behavior and interaction a community follows, such as greetings, mealtimes, and celebrations. They reveal how people enact shared values in daily life.

The beliefs, values, attitudes, and assumptions that underlie a community's products and practices. Understanding them allows learners to interpret cultural behavior rather than judge it.

The study of how context shapes meaning, including politeness, register, and implied intent. Learners need pragmatic knowledge to avoid sounding rude or overly formal in real interactions.

The variety of language chosen for a particular situation, audience, or purpose, ranging from informal to formal. Learners must recognize and shift register appropriately across contexts.

A widely used framework describing language ability in speaking, writing, listening, and reading from novice through distinguished levels. It describes what learners can do functionally rather than prescribing curriculum.

A planning approach that begins with desired learning outcomes, then determines acceptable evidence of learning, and only then designs instruction and activities. It keeps assessment aligned with goals.

An open-ended, thought-provoking question that frames a unit around enduring understandings and invites inquiry. It connects language learning to meaningful cultural and personal issues.

A sequence of lessons organized around a central topic or concept rather than a grammatical structure. It integrates the communication modes and builds toward a culminating performance task.

The proportion of class time in which the teacher and students communicate in the language being learned. High-quality use with comprehensible supports builds proficiency and models real communication.

Adjusting content, process, or product so that learners with varied readiness, interests, and learning profiles can access the same goals. In language classes it often involves flexible grouping and tiered tasks.

A picture of an individual student's strengths, needs, interests, language background, and learning preferences. Teachers use it to plan responsive instruction and appropriate supports.

A student who has a personal or family connection to the target language and culture and may have partial oral proficiency. Their needs differ from those of true beginners, especially in literacy and register.

The habit of systematically examining one's own teaching decisions and their effects on student learning. It often involves journals, peer observation, and analysis of student work to guide improvement.

A collaborative team of educators who meet regularly to examine student evidence, share strategies, and improve instruction together. The focus is on collective responsibility for learning rather than isolated workshops.

A structured cycle in which a teacher identifies a classroom problem, tries an intervention, collects evidence, and reflects on results. It generates locally relevant knowledge and supports professional growth.

Deliberate efforts to promote language programs, communicate their value, and secure resources and support from administrators, families, and the community. It includes building partnerships and articulating program outcomes.