ELL Vocabulary Development Flashcards
6 cards from real ELL practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 6 ELL Vocabulary Development flashcards as text
What does BICS stand for in language acquisition, and how does it relate to vocabulary?
Answer: Basic Interpersonal Communicative Skills
BICS (Basic Interpersonal Communicative Skills) refers to the everyday conversational language and vocabulary ELLs typically acquire within 1–3 years of exposure.
How does CALP differ from BICS in terms of vocabulary demands on ELL students?
Answer: CALP requires abstract, academic vocabulary used in decontextualized settings; BICS relies on context-embedded conversation
CALP (Cognitive Academic Language Proficiency) demands the abstract, discipline-specific vocabulary used in academic tasks, taking 5–7 years to develop compared to 1–3 years for BICS.
Which of the following is an example of an idiomatic expression that ELL students may struggle to interpret literally?
Answer: It's raining cats and dogs.
Idiomatic expressions like 'raining cats and dogs' have figurative meanings that differ from the literal interpretation of individual words, creating comprehension challenges for ELLs.
What is 'sheltered vocabulary instruction' in the context of content-area learning for ELLs?
Answer: Explicitly teaching content-specific vocabulary with scaffolds before and during a lesson
Sheltered vocabulary instruction pre-teaches key content-area terms with visual aids, demonstrations, and context to make academic content accessible to ELL students.
Why should ELL teachers be cautious about relying solely on translation to teach new vocabulary?
Answer: Translation may not convey nuances of meaning or support independent word learning strategies
While translation can be a helpful bridge, overreliance prevents ELLs from developing independent word-learning strategies and may not capture connotation or contextual nuance.
What does research say about the number of exposures a student typically needs to a new word before it is learned?
Answer: Students typically need 10–15 meaningful encounters with a word before it is known
Research indicates that students need approximately 10–15 meaningful exposures to a new word across varied contexts before it is fully acquired and usable.