ESL Terminology Cheat Sheet

ESL Terminology Cheat Sheet
Term
English as a Second Language
Abbreviation
ESL
Second Language Acquisition
SLA
Transitional Bilingual
Education
TBE
Dual Language
DL
Freestanding ESL
-
English Language Learner
ELL
English Learner
EL
Emergent Bilingual
EB
Limited English Proficiency
LEP
Students with Interrupted
Formal Education
SIFE
Home Language Identification
Survey
HLIS
Definition
The term used to describe
instruction for students who
are learning English as a new
language
The term used to describe the
process of students learning a
new language
A program in which students
receive different amounts of
instruction in English and their
home language based on their
English proficiency level
A program in which 50% of
instruction is in English and
50% is in another language
(i.e. Spanish, Mandarin, etc.)
A program in which students
receive 100% of instruction in
English with support from an
ESL teacher
A student who is learning
English as a new language
A student who is learning
English as a new language
A student who is learning
English as a new language
Once more commonly used to
describe ELLs, this term has
begun to fall out of fashion
Students in 3rd grade and up
who have a history of
interrupted education
(migrant family, long-term
illnesses, no access education
system in home country, etc.)
When parents register their
child, they fill out this survey.
If they indicate that the child
New York State Identification
Test for English Language
Learners
NYSITELL
New York State English as a
Second Language
Achievement Test
NYSESLAT
Annual Measureable
Achievement Objectives
AMAO
The Four Modalities
-
Beginner
B
Intermediate
I
Advanced
A
Proficient
P
speaks or understands a
language other than English,
the child must be interviewed
to determine his or her
English proficiency.
An abbreviated version of the
NYSESLAT, this test
determines the English
proficiency of new students
by testing their listening,
speaking, reading, and writing
skills.
This test is administered to
ELLs every spring to
determine their proficiency in
listening, speaking, reading
and writing English.
The success of ELLs on the
NYSESLAT is reflected in the
AMAOs. Their scores in
listening, speaking, reading
and writing are analyzed to
determine if enough ELLs in
the school increased a
proficiency level and/or
reached proficiency.
The four ways in which we
use language: listening,
speaking, reading and writing
ELLs are designated
‘beginner’ based on their
NYSITELL or NYSESLAT scores
ELLs are designated
‘intermediate’ based on their
NYSITELL or NYSESLAT scores
ELLs are designated
‘advanced’ based on their
NYSITELL or NYSESLAT scores
ELLs are designated
‘proficient’ based on their
NYSITELL or NYSESLAT scores