| Term |
Definition |
|
Acculturation |
The process by
which an individual adapts cognitively and emotionally to a new
culture, as well as adapting to its communication systems (Kayser,
1998) |
|
Additive bilingualism:
|
Occurs when both languages spoken by
the student are reinforced, resulting in higher levels of
proficiency in the two languages (Roseberry-McKibben, 2002) |
|
Balanced bilingualism |
Approximately equal competence in
two languages (Kayser, 1998) |
|
BICS |
Basic Interpersonal Communication
Skills- the context embedded, everyday language that occurs
between conversational partners. It may take up to 2 years to
develop BICS in a second language. |
|
BICS-CALPS Gap |
The period of time when a child is
in between mastery of basic interpersonal communication skills
(may take up to 2 years) and cognitive academic language skills
(which may take up to 5-7 years) |
|
Bilingual bootstrapping
Proficiency (Common Underlying Proficiency Hypothesis,
Interdependence Hypothesis) |
Refers to the idea that a bilingual
child’s development in one language can be advanced by the
other; he two languages can be mutually advanced by virtue of
sharing some linguistic conceptual knowledge. See
interdependence hypothesis/common underlying proficiency
hypothesis |
|
CALPS |
Cognitive Academic Language
Proficiency Skills- The language of academics which is context
reduced. It may take up to 5-7 years to develop CALPS in a
second language |
|
CLD |
Culturally and Linguistically
Diverse- Children from homes and communities where English is
not the primary language of communication |
|
Code-mixing/Code switching |
Moving from one language to another,
inside a sentence (intrautterance) or across sentences in the
same conversation (interutterance) This is a common form of
language use in both bilingual children and adults. It does not
occur randomly; it is grammatically and socioculturally
constrained |
|
Common Underlying Proficiency
Hypothesis |
See Bilingual bootstrapping |
|
Dominant Language |
The condition of bilingual people
having 1 language in which they possess greater grammatical
proficiency, more vocabulary, and greater fluency than the other
language. |
|
Dual Language System Hypothesis
|
When an infant is presented with
dual language input, he or she constructs 2 separate linguistic
representations from the outset, such as 2 vocabularies and
grammars- there is no discernible stage in development in which
the child’s language system has to differentiated or separate
into 2. |
|
Dynamic Assessment |
Use of a variety of both formal and
informal assessment measures to gain knowledge about a students’
ability levels. Informal measures may include writing samples,
inventories, language samples and observation. The gathering of
data about student performance over time and in different
settings in order to assess a student’s ability to learn
(Crowley & Valenti, 206) |
|
English Language Learners (ELLs) |
Language minority students who are
learning English, the majority language, for social integration
and educational purposes |
|
First language (L1) attrition |
Proficiency in the native language
(L1) declines as the second language (L2) becomes dominant.
When the first language is a minority language, there is a risk
of first language attrition. |
|
Formulaic language |
Type of language children produce
when they begin speaking the second language (after the
nonverbal stage). Utterances are short, 1-word responses or
memorized phrases with little novel content (e.g., What’s
happening?) |
|
Funds of knowledge |
Knowledge and skills that are
acquired informally during everyday interactions with family and
community. Children from minority cultural backgrounds often
have funds of knowledge that differ from the majority cultural
group. |
|
Interference |
A process in which a communicative
behavior from one language is carried into a second language
(Roseberry-McKibbin, 2002) |
|
L1 |
Language 1- The native language of a
person |
|
L2 |
Language 2- A language that is
learned as a second language |
|
Language Dominance |
The language a person speaks most
proficiently |
|
Language Loss |
The weakening of an individual’s
first language because of a concentrated focus on the
development of a second (L2) (Schiff-Myers, 1992) |
|
Language Proficiency |
The child’s level of skill in the
use of a particular language across reading, writing, listening
and speaking. (Roseberry-McKibbin, 2002) |
|
Lexical gap hypothesis |
Theory that children and adults mix
words from one language into an utterance when they do not know
thw word in the appropriate language. (e.g., I want some
heldado) |
|
Nonverbal (silent) period |
Stage children go through early in
their acquisition of a second language when they do not speak in
the presence of speakers of the second language. Children
accumulate receptive knowledge during this time, which could
last a few weeks to a few months |
|
Sequential bilingual
|
Second language learner- Children
who begin to learn an additional language after 3 years of age.
Usually exposed to additional language in school setting.
|
|
Simultaneous bilingual |
A child who learns to speak 2
different languages at 1 time from early childhood |
|
Subtractive bilingualism |
Occurs when the student’s first
language is replaced by the second language |
|
Telegraphic language |
Type of language children use when
they begin to speak the second language productively, after or
concurrent with the formulaic stage. Omissions grammatical
morphology are prevalent (e.g., She no want ball) |
|
Transfer errors |
Mispronunciations, wrong word order,
or other errors in a second language learner’s interlanguage
that are due to influence from the first language. |
