The practice of children talking aloud to themselves while engaged in play.

The study of spatial distances allowed between individuals in different cultures and situations. 

An adult’s reading of a book to a child or group of children. A read-aloud includes back-and-forth talking about the story. If a book has a patterned (predictable) text, children enjoy “reading” along with the adult after the book has been read a few times.

Real-life objects that are used as visuals in language instruction. 

The process of receiving and understanding a message through language is called receptive language.

Words that students understand when used by others.

A process by which adults or more able peers provide supportive structures to help children learn and play. Scaffolding occurs at a time when children are faced with a challenge that they can solve with a simple hint, question, or prompt.

The way a language is represented in writing. For example, Armenian script looks like this: _______. Chinese script looks like this: _____. Arabic script looks like this: _____. English script is represented in the writing in this guide.

The process by which a child or an adult learns to understand and use a second language.

The study of how meaning in language is created by the use and interrelationship of words, phrases, and sentences.

Teachers are TESOL and Content licensed.  ELLs receive core curriculum instruction through the use of modified English and scaffolding activities to ensure that materials is comprehensible and students have an opportunity to achieve standards at grade level.

A program model for teaching grade-level content in a way that is understandable for ELL students while at the same time promoting their English language development. 

The process of learning two languages at the same time.

The variety of English initially used by most speakers learning English as a second language in informal situations and conversations.

Based on the work of Vygotsky (1978), sociocultural theory presents the perspective that children's cognitive structures are developed through the actions and speech of their caretakers and are transmitted through social interactions. It follows then that there will be culturally coded styles of speech and interaction, which will result in culturally related patterns of thought.