Glossary

L1

First language (also native language)

L2

Second Language

LAS R/W

The Language Assessment Scales, Reading and Writing Test. An assessment of English or Spanish proficiency in reading and writing published by CTB/McGraw-Hill. The LAS R/W is published in three different levels spanning grades two through high school. Scores on the different sections can be interpreted according to three reading/writing competency levels, representing non-reader/writer; limited reader/writer; and competent reader/writer. Along with the LAS-O, the LAS R/W may be used as part of the initial identification process, to track annual growth, and as one of the criteria for exit from an alternative program of instruction. All versions of the LAS R/W can be group administered (Hargett, 1998).

LAS-O

The Language Assessment Scales, Oral Test. An assessment of oral English or oral Spanish proficiency published by CTB/McGraw-Hill. The LAS-O is individually administered and available in three age-group levels. Scores are used to place students into five categories of oral language proficiency and may be used to initially identify students needing language services, to measure their yearly progress, or to redesignate them into mainstream classes (Hargett, 1998).

LCD

Linguistically and culturally diverse. Commonly used to identify individuals from homes and communities where English is not the primary language of communication, although the individual may be bilingual or a monolingual English speaker (García, 1991).

LEA

Local educational agency (e.g. a school district).

LEP

Limited-English-proficient. A national-origin-minority student who is limited-English-proficient. The term "English language learner" is often preferred over limited-English-proficient (LEP) as it highlights accomplishments rather than deficits.

Language Acquisition

The process of acquiring a first or second language. Some linguists distinguish between acquisition and learning of a second language, using the former to describe the informal development of a person's second language and the latter to describe the process of formal study of a second language. Other linguists maintain that there is no clear distinction between formal learning and informal acquisition. The process of acquiring a second language is different from acquiring the first (Baker, 2000).

Language Attrition

The loss of a language within a person or language group, gradually over time (Baker, 2000).

Language Dominance

Refers to the measurement of the degree of bilingualism, which implies a comparison of the proficiencies in two or more languages.

Language Experience Approach

An approach to literacy development based on the idea that students can learn to write by dictating to the teacher what they already know and can express verbally, and that they can then read that which has been written. Hence, the students' first reading materials come from their own repertoire of language (Richard-Amato, 1996).

Language Maintenance

The protection and promotion of the first or native language in an individual or within a speech community, particularly among language minorities (through bilingual education, for example). The term is often used with reference to policies that protect and promote minority languages (Baker, 2000).

Language Majority

A person or language community that is associated with the dominant language of the country.

Language Minority

A person or language community that is not from the dominant language group. In the U.S., a language-minority child may be bilingual, limited-English proficient, or English monolingual (Lessow-Hurley, 1991).

Language Proficiency

To be proficient in a second language means to effectively communicate or understand thoughts or ideas through the language's grammatical system and its vocabulary, using its sounds or written symbols. Language proficiency is composed of oral (listening and speaking) and written (reading and writing) components as well as academic and non-academic language (Hargett, 1998).