PENCILS LIST

Second Language AcquisitionMisconceptions and Realities

Bilingualism means equal proficiency in both languages

Bilingualism is a unique characteristic shared by many MLLs with and without special needs. Bilingualism rarely means equal proficiency in both languages --MLLs' backgrounds in the languages can vary.

Second Language AcquisitionMisconceptions and Realities

Semilingualism is a valid concept, and non-non classifications are useful categories.

Semilingualism in non-non categories are the results of tests that do not measure the full range and depth of student's language proficiencies.

Second Language AcquisitionMisconceptions and Realities

Native language assessments present a clear picture of linguistic proficiency.

Commonly used native language proficiency assessments provide a limited view of MLLs' oral language proficiency.

Second Language AcquisitionMisconceptions and Realities

Literacy instructional frameworks devleoped for monolingual students are appropriate for developing language learners.

Literacy instruction in a second language differs from native language instruction; a different framework is needed.

Second Language AcquisitionMisconceptions and Realities

Literacy instructional frameworks devleoped for monolingual students are appropriate for developing language learners.

Literacy instruction in a second language differs from native language instruction; a different framework is needed.

Second Language AcquisitionMisconceptions and Realities

The more time students spend receiving English instruction, the faster they will learn.

Students who receive some native language instruction achieve at higher levels in English than students who do not receive any native language instruction.

Second Language AcquisitionMisconceptions and Realities

All MLLs learn English in the same way at about the same time.

The length of time it takes students to acquire English varies a great deal, from four to seven years or more.

Second Language AcquisitionMisconceptions and Realities

MLL learners acquire English in the same way they acquired their native language.

Exposure to English and interactions with others are important, but they are not enough to provide the support MLLs' need to be able to fully participate in classroom learning and achive to their potential.

Second Language AcquisitionMisconceptions and Realities

Errors are problematic and should be avoided.

Errors are a positive sign that the student is making progress and are a necessary aspect of SLA. Errors provide clues about a student's interlanguage.

Second Language AcquisitionMisconceptions and Realities

The majority of MLLs in the U.S. are sequential bilinguals.

Most MLLs, particularly long-term English learners, are simultaneous (not sequential) bilinguals.