Descriptive Terms for Diverse Linguistic Backgrounds
Families encounter myriad terms, definitions, and categories to describe children from diverse linguistic backgrounds. According to TESOL, “the bottom line is that whatever term you choose to use, it is important to ensure that it portrays the student from an asset-based perspective, is concise, and cannot be misinterpreted.” This section introduces common terms used to describe and categorize children from diverse linguistic backgrounds and programs that support them.
| Term | Description |
| English Learner (EL) | A broad term used to describe students who are in the process of acquiring English language skills and have not yet reached proficiency. |
| Limited English Proficient (LEP) | An older term that is still used in some legal and educational contexts to describe students whose primary language is not English and who have limited ability to read, write, speak, or understand English. According to TESOL, “terms such as this reinforce the damaging colonial view of English as the ideal language to be learned; stigmatize the learner as being somehow less important and capable than others; and fail to recognize the diverse languages, skills, and knowledge that the learner brings with them.” Therefore, avoid using this term. |
| Dual Language Learner (DLL) | Often used for younger children, particularly in early childhood education, who are learning two languages simultaneously, typically their home language and English. |
| Newcomer | Refers to recently arrived immigrants or refugees who are new to the U.S. school system and are in the initial stages of learning English. |
| Long-term English Learner (LTEL) | Describes students who have been in U.S. schools for several years (usually 5 years or more) but have not yet achieved proficiency in English. |
Pause to Reflect!
- Reflect on your experiences in schools as either a student, caregiver, teacher, or other support staff. List the terms that were used to describe and categorize children from diverse linguistic backgrounds.
- Determine if those terms fall into asset or deficit based categories. Describe your rationale.
- How does the use of deficit-based language when discussing linguistic diversity affect the perception and self-esteem of multilingual students?
| Term | Description |
| Bilingual Education | Programs that provide instruction in both the student’s home language and English. |
| English as a Second Language (ESL) | Programs focused on teaching English to students whose first language is not English. This instruction is typically provided in English and may be integrated into regular classes or provided in separate settings. |
| English Language Development (ELD) | A specific approach within ESL programs that focuses on developing proficiency in English, often using structured methods and curricula. |
| Sheltered Instruction | A teaching approach that uses simplified English and visual aids to help ELs understand content in subjects like math, science, and social studies. |
| Transitional Bilingual Education | Programs that initially use the student’s home language but transition to English over time, with the goal of moving students to English-only instruction. |
| Two-Way Immersion (TWI) or Dual Language Immersion | Programs that aim to develop bilingualism and biliteracy by providing instruction in two languages to both English learners and native English speakers. |
Pause to Reflect!
- Visit an early childhood center or school.
- Which programs are offered for children from diverse linguistic backgrounds?
- What are the goals and objectives of those programs?
- How are the programs marketed to families?
Media Attributions
- DescriptiveTerms
