9 Fascinating ESL Terms Parents Should Know
Get your Slang for Language terms on!
For parents whose children are learning English as a second language (ESL), understanding the key terms that educators and researchers use can be helpful. These terms highlight important concepts in language learning and can provide insights into the methods teachers use to foster language development. Here are nine essential terms that can give you a better grasp of the ESL world.
1. Cognates
Cognates terms are words that share similar meanings, spellings, and pronunciations across different languages. For example, English and French share words like “animal,” “important,” and “hospital.” Cognates make it easier for children to recognize and learn new vocabulary in English, especially if their native language has similar words. This overlap is particularly beneficial for students learning English in bilingual settings, where recognizing cognates can boost confidence and make learning smoother.
2. Chunks
In language learning, chunks refer to phrases or groups of words that are often used together and learned as a unit, rather than as individual words. Examples include expressions like “thank you,” “how are you,” and “see you later.” Learning language in chunks helps children use English naturally and conversationally. These pre-learned phrases offer young learners a foundation to communicate effectively without needing to know each word’s grammar.
3. Child-Directed Speech
Child-directed speech is a style of speaking that adults often use with young children. It involves simple vocabulary, exaggerated intonation, and a slower pace, which helps children grasp language more easily. In ESL settings, teachers often use child-directed speech to ensure that children understand new concepts. This approach makes it easier for them to engage in conversations and pick up new vocabulary.
4. Critical Period Hypothesis (CPH)
The Critical Period Hypothesis (CPH) is the theory that there is an optimal window in a child’s development when learning a new language is most effective. According to CPH, younger children may acquire languages more naturally and proficiently than older learners. While research shows that language learning can still be effective at any age, early exposure is beneficial for achieving fluency, especially in pronunciation.
5. Metalinguistic Awareness
Metalinguistic awareness is the ability to think about language as a system, separate from its literal meaning. This skill develops as children grow and become more proficient in a language. For ESL students, metalinguistic awareness is important because it helps them notice patterns and rules in English, which are essential for grammar and vocabulary development. This awareness is also critical in helping children become proficient language users and adapt to different communication situations.
6. Grammatical Morphemes
In English, grammatical morphemes are the smallest units of meaning that modify words to express grammatical relationships and terms . Examples include plurals (adding “-s” in “cats”), possessives (adding “’s” in “John’s book”), and verb tenses (adding “-ed” in “walked”). For ESL learners, mastering grammatical morphemes is key to understanding sentence structure. Teachers often emphasize these to help students create grammatically correct sentences.
7. Developmental Sequence
The developmental sequence refers to the stages or steps that all language learners go through as they acquire new language skills. For example, children generally learn to use the “-ing” ending in verbs before they master the past tense. Understanding this sequence helps educators create lessons that align with children’s natural progression in language acquisition. Parents can also use this knowledge to support their children at home, knowing that certain skills come before others.
8. Scaffolding
Scaffolding is a teaching technique where educators provide structured support to help students progress through more challenging language tasks. This might mean breaking down a difficult sentence, modeling pronunciation, or providing visual aids. Scaffolding is especially effective for ESL students, as it helps them build confidence in their language abilities. As children become more proficient, the level of support gradually decreases, allowing them to become more independent in their learning.
9. Interlocutor
An interlocutor is simply someone who participates in a conversation. For ESL learners, having an interlocutor—whether it’s a teacher, parent, or peer—is essential for practicing and improving language skills. Children learn language best when they actively engage with others, and a supportive interlocutor can make a huge difference in helping them develop conversational skills, expand vocabulary, and improve pronunciation.
How Langmobile Uses These Concepts to Foster Bilingualism
At Langmobile, these principles are at the core of our curriculum. By using techniques like child-directed speech, scaffolding, and structured conversations with peers and teachers as interlocutors, Langmobile ensures that children engage in meaningful, supported interactions. Our use of cognates and language chunks helps children make connections between English and French, easing the transition between languages and strengthening bilingual skills.
In a supportive, fun environment, we guide children through the developmental sequences of language acquisition, giving them the tools they need to become confident English speakers while nurturing a love for bilingualism. Whether through songs, interactive games, or storytelling, Langmobile’s approach makes language learning a dynamic, engaging, and effective journey for young learners.
