Glossary

To support ongoing inquiry, this page offers definitions of key terms, suggested resources, and potential leads for future research. It emphasizes continuity, reflection, and the importance of building on this foundation to shape more inclusive educational futures.

Bilingual
A person who can understand and communicate in two languages. In education, this refers to students who are learning academic content in both their native language and a second language. For this Digital Exhibit, I am referring to an individual who can understand and communicate in both English and Spanish. 

Emergent Bilingual
An asset-based term used to describe students who are in the process of learning English while continuing to develop their home language. It recognizes their potential to become fully bilingual and bicultural.

Bicultural 
The ability to navigate and participate in two cultural contexts. In schools, bicultural students often bridge home and school cultures, contributing diverse perspectives and experiences.

Multicultural
Refers to the presence, recognition, and inclusion of multiple cultural groups within a society or institution. Multicultural education aims to affirm diverse cultural identities and promote equity and respect.

Two-way Dual Language (TWDL)
An instructional model in which students from two language backgrounds (typically English and Spanish) learn together in both languages. Both groups become bilingual and biliterate through balanced exposure.

Dual Language
A general term for instructional models that use two languages for teaching academic content. These programs promote bilingualism, biliteracy, and cross-cultural understanding.

50/50 Model
A common structure in dual language programs, where instruction is split equally, 50% in English and 50% in the partner language (in this case Spanish). This balanced approach supports equal language development.

English as a Second Language (ESL)
A program or instructional approach for students who are learning English in a predominantly English-speaking setting. ESL focuses on English language development while supporting academic success. With this approach, it is not required for the teacher to have formal training in the students' second language(s). 

English Language Learner (ELL)
A student whose first language is not English and who is developing English proficiency. This term is widely used in schools and federal policy and is seen as more of an asset-based term. 

Limited English Proficient (LEP)
An older, deficit-based term previously used in official documentation to describe students not yet proficient in English. It has largely been replaced by more asset-based language like "emergent bilingual” and “english language learner.”

Code-Switching
The practice of alternating between two or more languages or language varieties in a single conversation or context. In bilingual communities, code-switching is a natural and strategic communication tool that reflects linguistic flexibility and cultural identity.

Culturally Responsive Pedagogy 
An educational approach that recognizes the cultural backgrounds of students as assets. It involves using students' cultural knowledge, experiences, and learning styles to make instruction more effective and meaningful.

Asset-Based Thinking 
A perspective that focuses on the strengths and capabilities that students bring, such as bilingualism, cultural knowledge, and resilience, rather than their perceived deficiencies or "gaps."

Deficit-Based Thinking
An outdated and harmful mindset in education where students' backgrounds (such as language, income, or culture) are seen as obstacles. This contrasts with asset-based thinking, which values the students’ diversity and potential.