The ability to understand and use two languages in reading, writing, listening, and speaking. 

Having the knowledge and skill to read and write in one's home language and in a second language.

The ability to read and write in two languages. 

A disorder of posture, muscle tone, and movement resulting from brain damage.

Several words that are usually used together in fixed expressions, such as, “Hello, how are you?” 

Culturally and linguistically diverse.  A national-origin-minority student who is limited-English proficient. 

The practice of using more than one language to express a thought or idea.

A program model based on cognitive learning theory, CALLA integrates content-area instruction with language development activities and explicit instruction in learning strategies (Chamot & O’Malley, 1994). 

The language ability required for academic achievement.

The ability to appropriately produce language both orally and in writing. 

Understandable and meaningful language directed at second language learners that includes a range of planned strategies to give linguistic and contextual support.

Creating opportunities for ELLs to practice speaking with their classmates at their level of competency. 

The concepts, principles, relationships, processes, and applications of an academic subject that children should know. The developmental age and grade level of a child should determine the extent of the knowledge expected.

This approach makes use of instructional materials, learning tasks, and classroom techniques from academic content areas as the vehible for developing language, content, cognitive and study skills.  English is the medium of instruction. 

Students from varied backgrounds and abilities work together in small groups. 

An after-school tutoring service that emphasizes skill building through rote memorization.