Lowering the affective filter allows learners to receive more comprehensible input and thus enables them to acquire more of the second languageĪ form of assessment that focuses on several aspects of a student’s performance, normally guided by a rubric that includes separate analytic scales. Refers to factors, such as fear, anxiety, shyness, and lack of motivation, that can block comprehensible input and thus prevent second language acquisition. Going beyond daily teaching responsibilities to support causes and work for changes to ensure the equitable treatment of ELLs within the school, district, state, and country and to ensure that their unique linguistic, academic, and cultural needs are being fully addressed. In testing ELLs, refers to modifications in the testing environment or testing procedures, or modifications to the test instrument itself, that are intended to make up for a student’s lack of proficiency in the language of the test (e.g., providing extra time, oral interpretation of test directions or items, or home-language versions of the test).Ī form of teacher self-evaluation and critical reflection that involves their collecting and analyzing data from their own classrooms and using the results to improve teaching and learning.Ī situation in which a second language is eventually added to a student’s home language without replacing it. This term is problematic, however, because the level of proficiency needed varies widely and depends on the tasks and the language demands. Refers to the level of language proficiency students need to successfully comprehend and perform grade-level academic tasks.
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