TExES Bilingual Ed 164 flashcards
TExES Bilingual Ed 164 · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- BICS
- Basic Interpersonal Communicative Skills: conversational language proficiency that typically develops in one to three years in a second language and is context-embedded.
- CALP
- Cognitive Academic Language Proficiency: the language needed for academic tasks; it is context-reduced and typically takes five to seven years to develop in a second language.
- Subtractive bilingualism
- A process in which the second language replaces the first, often resulting in language loss and reduced academic or cognitive benefits.
- Additive bilingualism
- A process in which a second language is added while the first is maintained and developed, associated with cognitive and academic advantages.
- Lau v. Nichols
- 1974 U.S. Supreme Court decision holding that schools must provide meaningful access to instruction for students with limited English proficiency.
- Castañeda v. Pickard
- 1981 decision establishing a three-prong test for bilingual programs: sound educational theory, effective implementation, and demonstrated effectiveness.
- Plyler v. Doe
- 1982 Supreme Court ruling that K–12 public schools must enroll children regardless of immigration status and may not charge tuition.
- LPAC
- Language Proficiency Assessment Committee: the Texas body that identifies English learners, recommends program placement, monitors progress, and reclassifies students.
- Dual-language immersion
- A program in which instruction is delivered in two languages, typically with balanced numbers of native speakers of each, aiming for bilingualism and biliteracy for all.
- Transitional bilingual education
- A program that uses the native language temporarily while building English, with the goal of moving students to English-only instruction, often by third grade.
- Maintenance bilingual education
- A developmental program that continues instruction in and support for the native language alongside English to produce long-term bilingualism and biliteracy.
- Threshold hypothesis
- Cummins's idea that bilingual children must reach age-appropriate levels in both languages to gain cognitive benefits; below that, effects may be neutral or negative.
- Common underlying proficiency
- Cummins's model that language and literacy skills share a central cognitive foundation, allowing knowledge learned in one language to transfer to another.
- Comprehensible input
- Krashen's concept that language is acquired when learners receive input slightly beyond their current level, often represented as i + 1.
- Affective filter
- Krashen's hypothesis that anxiety, low motivation, or low self-confidence can block language learners from processing available input.
- Silent period
- A preproduction stage in second-language acquisition when a learner listens and comprehends but produces little oral output; it is normal and should not be forced.
- Cross-linguistic transfer
- The influence of knowledge and skills from one language on learning another, such as literacy strategies or cognate vocabulary.
- Cognates
- Words in two languages that share a common origin and similar form and meaning, such as Spanish 'familia' and English 'family'; useful for vocabulary instruction.
- Language experience approach
- An instructional method in which students dictate a story or account and then read the transcribed text, linking oral language to reading.
- Chall's reading stages
- A developmental sequence from emergent to advanced reading, including pre-alphabetic, alphabetic, orthographic, and fluent comprehension phases.
- Sheltered instruction
- An approach that teaches grade-level content in English using scaffolds such as visuals, gestures, and modified language so English learners can access the curriculum.
- SIOP model
- Sheltered Instruction Observation Protocol: a framework with eight components, including lesson preparation, comprehensible input, interaction, and review and assessment.
- TELPAS
- Texas English Language Proficiency Assessment System: annual assessment of English learners' listening, speaking, reading, and writing proficiency in English.
- Formative assessment
- Ongoing, low-stakes checks of learning used to adjust instruction, such as observations, exit tickets, and questioning during lessons.
- Alternative assessment
- Non-standardized measures such as portfolios, performance tasks, and oral interviews that capture what English learners know and can do.
- Language objectives
- Statements of the language functions, vocabulary, or structures students will use to engage with content, paired with content objectives in sheltered lessons.
- Preview-view-review
- A scaffolding routine in which key concepts are previewed in the native language, taught in English, and reviewed in the native language.
- Acculturation
- The process of adapting to a new culture; Berry's model includes assimilation, separation, integration, and marginalization, with integration often most adaptive.
- Funds of knowledge
- The skills, knowledge, and cultural practices families and communities possess that teachers can draw on to make instruction relevant.
- Cultural competence
- The ability to understand and interact effectively across cultures, involving self-awareness, knowledge of others, and cross-cultural communication skills.
- Community cultural wealth
- Yosso's framework describing assets students bring, including aspirational, navigational, social, linguistic, familial, and resistant capital.
- Deficit thinking
- A perspective that frames students' language or culture as problems to fix; it is contrasted with asset-based views that treat bilingualism as a strength.