| Assigning competence | Drawing attention to special abilities and skills held by low-status students and bringing these to the attention of all students.
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| Community problem solving | An instructional practice that requires students to become involved in their community and help solve community problems.
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| Ebonics | Term used to refer to a dialect used by some African Americans.
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| ESL | Acronym for "English as a second language."
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| Essential Questions | Questions that reflect big ideas in any subject and serve as the heart of the curriculum.
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| Full bilingual program | A program in which instruction is carried out equally in two languages and the goals are full oral proficiency and literacy in both.
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| Gender bias | Views of or actions toward males and females that often favor one gender over the other.
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| Learning strategies | Particular approaches learners have toward learning or studying.
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| Learning-centered Planning | Planning that involves students in the process.
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| LEP | Acronym for "limited English proficiency."
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| Mental Planning | Planning done by teachers as they think and reflect on their teaching; these plans are not always committed to paper.
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| Socio-economic status | Variations among peoples based on income, family background, and relative prestige within the society.
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| Standards | Statements about what students should know and be able to do. Often used today instead of goals and objectives.
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| Submersion approach | The now-illegal practice of simply placing limited English proficiency students in the classroom and expecting them to pick up English on their own without any formal teaching or other support from the school.
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| Transitional bilingual programs | Programs in which limited English proficiency students are initially provided instruction in their native language, with gradual increases in English until proficiency is achieved.
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