Acronyms & Initialisms
SIOP
Sheltered Instruction Observation Protocol
50-50
In a 50/50 model, the instructional day throughout the elementary years is always 50 percent English and 50 percent the minority language.
What is the main difference of
Dual Language Programs and Bilingual immersion Programs?
Dual language programs are designed for even number of English speakers and ELLs from the same language background. Bilingual immersion programs target English speakers only.
Equity
Equity is essential in a DL program model. It is important to integrate students of different ethnic, linguistic, and socioeconomic backgrounds.
LOTE
Language Other Than English
90-10
In a two-way dual language program, there are generally two accepted models for language use and language instruction. In a 90/10 model both groups (native English and ELs) receive 90 percent of their instruction in the minority language (such as Spanish) and 10 percent in English in Year 1 (kindergarten). The percentage of English is increased by 10 percent each year until students are receiving 50 percent of their instruction in each language.
What kind of population does a Heritage Program serve?
ELL or a student who is proficient in English and may have little or no proficiency in his or her heritage language.
additive bilingualism
Students acquire a second language at no cost to their home language.
TWI
A two-way dual language program is based on the premise that two groups of students (each with different home languages, in the United States one being English) learn together in a systematic way so that both groups become bilingual and biliterate in the two languages.
Language Allocation
The determination of language allocation specifies which language of instruction will be used at different times, with different content areas, or different days of the week.
Name two examples of English-Medium Models
1) Pull-Out ESL instruction
2) In-class ESL instruction
3)Newcomer programs
Opposite of additive bilingualism.
Additive bilingualism focuses on learning English while preserving use of the mother tongue while subtractive bilingualism focuses on teaching English to replace the mother tongue.
CALP
Cognitive/Academic Language Proficiency - Language Proficiency associated with schooling, and the abstract language abilities required for academic work.
Content Objectives & Language Objectives
Content Objectives identify what students should know and be able to do at the end of the lesson. •Language Objectives are “how” the students will. show what they are learning, and are focused on four. domains: speaking, listening, reading, and writing.
TBE and DBE
1) Transitional Bilingual Education Programs (TBE)2)
2) Developmental Bilingual Education Program (DBE)
Effective leadership in DL is able to...
Monitor and support instruction
Evaluate teachers
Provide guidance
Share responsibilities with leadership team
Plan, develop, implement, and evaluate the model.
BICS
Basic Interpersonal Communication Skills - Face-to-face conversational fluency, including mastery of pronunciation, vocabulary, and grammar.
Three Pillars of DL
Know the three pillars of dual language.
Difference of ESL instruction and Sheltered instruction
ESL - Teaching English to students who are not yet proficient in the language.
Sheltered instruction - Making content-area instruction comprehensible to ELLs in English while supporting their English language development.
Planning in a DL program needs to...
meet the goals of the program.
have clear rationale for modifications
be vertical across grade level and horizontal within grade levels
include scope, sequence, and defined proficiency levels.