Corinne Urbas's List: subbing ideas

Types of students, defined by language background and English language  proficiency:  

 
• English only (EO): Students who speak English as a native language  and do not speak any other language.
  
   
• Language-minority (LM): Students from homes where the primary  language spoken is not English. LM students may be limited or fluent English  proficient (see below).
  
   
• Limited English proficient (LEP), or English language learner (ELL):  Language minority students whose difficulty comprehending, speaking, reading or  writing English affects their school performance in English.¹
  
   
• Fluent English proficient (FEP): Language minority students who have  been assessed as able to comprehend, speak, read and write English such that  they can function in a mainstream English classroom without any special language  services or accommodations. In California, two distinctions are commonly  made:

 

 
• Initially fluent English proficient (I-FEP): Language-minority  students initially assessed as not LEP and therefore requiring no special  language services or accommodations

 

 
• Redesignated fluent English proficient (R-FEP): Language-minority  students initially assessed as LEP who have achieved fluent English proficiency  (according to local performance criteria) and been reclassified as such.  

 
1. Native-language instruction: Use of English learner’s primary  language to provide lessons in core academic subjects or reading and other  language arts; usually implies that instruction is delivered by a classroom  teacher (who may or may not be a native-speaker).
   
    
2. Native-language support: Use of English learner’s primary language to  translate unfamiliar vocabulary or otherwise clarify lessons taught in English;  often provided by a native-speaking classroom aide, but may be provided by  teacher.
   
    
3. English as a Second Language (ESL)/ English Language Development  (ELD): Any of various approaches to teaching the English language to  non-native speakers. As broadly defined in the 1997 TESOL standards, instruction  aims to teach students to communicate in social settings, engage in academic  tasks, and use language in socially and culturally appropriate ways. Three  classic sub-divisions of ESL instructional emphasis are:  

    

    
   • Grammar-based ESL: Instruction in English that teaches about  the language: its structure, functions, and vocabulary, typically stressing  rules, drills, and error correction.
     
      
   • Communication-based ESL: Instruction in English that emphasizes  using the language skillfully in meaningful contexts; less emphasis on  error-correction in early stages, and more on providing understandable input to  encourage communicative engagement and lowered resistance to  risk-taking.
     
      
   • Content-based ESL: Instruction in English that attempts to develop  language skills and prepare students to study grade-level material in English.  Emphasis is still on language, but augmented with measured introduction of  academic subject matter content, vocabulary and beginning  concepts

    
4. Sheltered English Instruction (in California, often called  "Specially Designed Academic Instruction in English" or SDAIE): Teaching of  grade-level subject matter in English in ways that are comprehensible and engage  students academically, while also promoting English language development.  Designed for English learners who have reached at least intermediate  proficiency and who possess basic literacy skills. Method requires  significant teacher skill in ELD and subject-specific pedagogies; clearly  defined language and content objectives; modified curriculum, supplementary  materials, and alternative assessments. Often used as a bridge between primary  language instruction and placement in mainstream classroom.