Glossary of Terms
Used in TELPAS Holistic Rating Training
Academic Achievement vs. English Language Proficiency
“Academic achievement” refers to the learning of the grade-level content-area knowledge
and skills in the TEKS curriculum. Tests such as STAAR measure academic achievement in core
content areas.
“English language proficiency” refers to the learning of English as a second language. To use English
as an effective means of communicating and learning in U.S. schools, English learners
(ELs) must develop both social and academic language proficiency in English.
•
Acquiring social language proficiency in English means acquiring the English necessary
for everyday basic communication.
•
Acquiring academic language proficiency in English means acquiring the English
necessary for engaging in grade-appropriate subject-matter instruction in English with
little need for special language support.
Having an advanced high level of English language proficiency means no longer having a language
barrier that is
significant enough to obstruct the learning of grade-level knowledge and skills. It
does not mean having the English fluency of a native English speaker, nor does it mean that an
EL has a particular level of academic achievement. Academic achievement tests such as STAAR
are used to assess academic knowledge and skills.
Gist
ELs who understand the “gist” of a story or spoken message understand enough to
identify the general topic or basic idea but cannot yet understand many of the words,
supporting ideas, or details. Understanding the “gist” does not have to do with being able to
distinguish between what is a main idea versus a detail.
Grasp
In relation to English grammar and sentence structures, the word “grasp” in the PLDs should be
understood as “a general understanding of and ability to use,” not as a “full command.” For
example, ELs who have a grasp of basic verbs and basic verb tenses (present, simple past,
simple future) make errors but demonstrate a general functional ability to use these basic
grammar features when communicating in English.
High-Frequency Vocabulary
In terms of second language acquisition, “high-frequency words” are words that ELs who know
very little English encounter very frequently and can be made to understand through context,
gestures, and pictures. Initially, high-frequency words and phrases typically acquired may include,
for example, greetings, colors, words for family members, objects referred to every day in the
classroom and around the school, names of classmates, and “high need” formulaic instructions
(e.g., get out your book, write your name at the top of the paper, etc.).
Internalized Language
“Internalized language” in the context of second language acquisition means language that is part
of an EL’s permanent rather than temporary bank of learned English. Language is internalized
through ongoing practice and use in meaningful contexts. Internalized language may be contrasted
with recently practiced or memorized language that an EL may forget later.
Support
The term “support” in the TELPAS PLDs refers to second language acquisition support, that is,
the special language assistance ELs need as they learn English. In content-area classes, it refers to
the assistance with the English language that ELs need as they are taught mathematics, science,
social studies, and language arts. “Support” in the PLDs does not refer to the type of assistance
that any student (whether an EL or not) might need when learning academic content. It is
specific to the language support that ELs need.
