TERMINOLOGY

In order to be consistent with ASHA’s umbrella terminology for this population, Cultural and Linguistic Diversity (CLD) is used in these guidelines as the overview perspective. In its broadest sense, cultural diversity can be defined by numerous factors including, but not limited to, race, ethnicity, religion, and sexual orientation. Not all CLD populations will be addressed in these guidelines. We will focus on issues directly related to the linguistic and cultural diversity of school-aged English Language Learners (ELLs). However, some of the information presented here, can be applied across settings and age groups (e.g., Part II: Second Language Acquisition/Bilingualism, Acculturation).

The English Language Learner is described through the use of a variety of terms. Terms describe distinct, yet overlapping groups. It is important to remember that ELL generally describes students who speak a language other than English at home. What ELL does not describe is the varying proficiency levels of primary language/s or English language proficiency levels for each ELL. ELL does not imply homogeneity. It is a broad term to describe students whose home language is not English, and who typically require support in learning English.

However, some background is needed to understand the history behind the term ELL. We begin with the Federal definition provided by the 14th Amendment to the U.S. Constitution and the 1964 Civil Rights Act.

Limited English Proficient (LEP) stipulates a four-part criteria for these students. In order to fit the Federal definition, a LEP student:

a) is between the ages of 3-21, b) is enrolled in a elementary or secondary school, c) has a language other than English as the native/home language- whether born in the U.S. or another country, and d) has such difficulty speaking, reading, writing, or understanding English that the student is unable to perform well enough in class or on state tests, to meet expected state standards for achievement.

After this Federal definition was established, many educators felt that LEP unfairly reflected a deficit model perspective, so other terms soon emerged. These subsequent terms reflect changing political, philosophical, social, or regional preferences. Some describe the person, other terms describe the language. An annotated, abridged list follows:

PHLOTE/LOTE= Primary Home Language Other Than English/Language(s) Other Than English * Describes the language. Used in federal and state compliance reporting. Identifies students who do not have English as their home language, LOTE used more in Canada.

SLL= Second Language Learners * Describes the person. Less stigmatizing than LEP, however many in the field feel that this does not describe students accurately enough, as many international students often have more than two languages at their command.

ELL/EL= English Language Learner/English Learner
* Describes the person. One of the more accepted terms within public schools, proposed to avoid the deficit model perspective of LEP and broad enough to avoid problems noted in using SLL.

ENL=English as a New Language
* Describes the language. A newer term being used more frequently the last few years.

EFL=English as a Foreign Language
* Describes the language. Also a relatively newer term being used more frequently, especially at the university level.

EAL=English as Another Language
* Describes the language. Used more commonly in the U.K.

LM= Language Minority
* Describes the person. A more generic term appearing more in professional literature.

LE= Language Enriched
* Describes the person. A total shift in perspective, promotes the knowledge of other languages as an asset, not a deficiency.

Other terms are used that describe place of birth and length of time in the U.S. or in U.S., schools. ELLs who are immigrant or refugee, are students born outside the U.S. It is important to keep in mind that while some ELL immigrants or refugees may have comparable academic experiences and strong formal education, before coming to the U.S., others may have little formal schooling. War, physical isolation of their homes, and political oppression are among contributing factors to the educational background of ELLs. Migrant students are generally at the greatest academic disadvantage, as family mobility contributes to high absenteeism. The term Newcomer describes students who are recent arrivals to the U.S. The Federal definition for “recent” is three years or less in the U.S., while others restrict Newcomer status to one year or less in the U.S..

Still more terms refer to specific programs designed for ELLs. These terms have become confusingly interchangeable with terms for the students. For example, ESL stands for English as a Second Language program or services. However, many educators will inaccurately say that a particular student is ESL, (e.g., “Juan is ESL”), instead of being enrolled in an ESL program. (ESL educational program designs will be described in Part IV.) Another program acronym, ESOL (English for Speakers of Other Languages), is generally used at the university level or within the adult world of English language learning. ESOL services are often offered through regional or city community services departments or at community colleges. Universities with International Student programs will also offer/require students to enroll in ESOL programs.

Finally, professionals who specialize in teaching English to non-native speakers, have formal training and credentials in Teaching English to Speakers of Other Languages (TESOL).

Throughout the remainder of these guidelines, ELL and CLD may be used synonymously. Our basic working definition for ELL describes students who are in the process of acquiring English, as their first language is not English. CLD is used to remind us of the cultural factors that are integral to learning another language.