Glossary

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Early Childhood English Language Learner (ECELL): An ECELL is a child who is between the ages of zero and five (early stages of development) and who is in the process of learning English as a second language.
Editing*: A part of writing and preparing presentations concerned chiefly with improving the clarity, organization, concision, and correctness of expression relative to task, purpose, and audience; compared to revising, a smaller-scale activity often associated with surface aspects of a text; see also revising, rewriting.
ELD: English language development (ELD) means instruction designed specifically for English language learners to develop their listening, speaking, reading, and writing skills in English. This type of instruction is also known as "English as a second language" (ESL), "teaching English to speakers of other languages" (TESOL), or "English for speakers of other languages" (ESOL). ELD, ESL, TESOL or ESOL are versions of English language arts standards that have been crafted to address the specific developmental stages of students learning English.
ELL: See English language learner.
Embedded phonics: In this approach, students learn vocabulary through explicit instruction on the letter-sound relationships during the reading of connected text, usually when the teacher notices that a student is struggling to read a particular word. Letter-sound relationships are taught as part of sight word reading. If the sequence of letter-sounds is not prescribed and sequenced, but is determined by whatever words are encountered in text, then the program is not systematic or explicit.
emergent literacy: The view that literacy learning begins at birth and is encouraged through participation with adults in meaningful reading and writing activities.
Emergent Reader Texts*: Texts consisting of short sentences comprised of learned sight words and CVC words; may also include rebuses to represent words that cannot yet be decoded or recognized; see also rebus.
English as a Second Language: English as a Second Language (ESL) is an educational approach in which English language learners are instructed in the use of the English language. Their instruction is based on a special curriculum that typically involves little or no use of the native language, focuses on language (as opposed to content) and is usually taught during specific school periods. For the rest of the school day, students may be placed in mainstream classrooms, an immersion program, or a bilingual education program. Every bilingual education program has an ESL component (U.S. General Accounting Office, 1994). See also ELD, pull-out ESL, ESOL.
English Language Learner (ELL): Students whose first language is not English and who are in the process of learning English.
Entry criteria: Entry criteria are a set of guidelines that designate students as English language learners and help place them appropriately in bilingual education, ESL, or other language support services. Criteria usually include a home language survey and performance on an English language proficiency test.
ESL: See English As A Second Language
ESOL: ESOL stands for 'English for speakers of other languages' (see ESL).
Evidence*: Facts, figures, details, quotations, or other sources of data and information that provide support for claims or an analysis and that can be evaluated by others; should appear in a form and be derived from a source widely accepted as appropriate to a particular discipline, as in details or quotations from a text in the study of literature and experimental results in the study of science.
exceptional students education (ESE): Refers to special education services to students who qualify.
Executive Function: The ability to organize cognitive processes. This includes the ability to plan ahead, prioritize, stop and start activities, shift from one activity to another activity, and to monitor one's own behavior.

For more information, go to the Executive Function Fact Sheet.
Exit criteria: Exit criteria are a set of guidelines for ending special services for English language learners and placing them in mainstream, English-only classes as fluent English speakers. This is usually based on a combination of performance on an English language proficiency test, grades, standardized test scores, and teacher recommendations. In some cases, this redesignation of students may be based on the amount of time they have been in special programs.
experimental writing: Efforts by young children to experiment with writing by creating pretend and real letters and by organizing scribbles and marks on paper.
expressive language: The aspect of spoken langauge that includes speaking and the aspect of written language that includes composing or writing.

These terms and definitions were collected from the following sources: Dr. Jean Lokerson, ERIC Digest; Southwest Educational Laboratory (SEDL); Dr. Linda Wilmshurst and Dr. Alan Brue, A Parent's Guide to Special Education, American Management Association, 2005; The Partnership for Reading; Learning Disabilities Council; Dr. Don Deshler, University of Kansas.

*Source: Common Core State Standards. National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010.