represents the different steps involved in large-scale materials development and implementation projects with a two-axis figure. Time divisions are labeled across the horizontal axis and task divisions along the vertical axis

• BICS: basic interpersonal communicative skills (1~3 yrs.) 
• oral communication skills (less contextualized)
• CALP: Cognitive academic language proficiency (5~7 years)
• academic language
• both oral and written

Instruction for students with specific language learning goals directly related to their current or future academic, professional, or vocational lives and contexts

• a project from the Council of Europe meant to be used for learning, teaching, and assessment of languages in Europe
• Fulcher sees it as flawed because it seems to serve a political agenda, instead of an educational agenda. 
• instead of focusing what should be taught (methodology), it tends to focus on what the language learner has to know (content specifications)

• approach in which two languages are used as media of classroom instruction for the same group of students so that students receive some of their instruction n one language, and some in the other
• the portion of each language varies according to the program type, instructional goals, or contextual influences

• a series of related questions where the answers to each of the questions are combined in some way to construct an estimate of some underlying or abstract variable
• typically applied when seeking to measure things that can't be directly asked due to being either particularly technical (thus not explainable to a survey respondent), or, because they are ill-defined and a shotgun approach is required

• educational program that uses two languages as media of instruction from K-elementary levels of education (rarely though secondary ed)
• uses the two languages in roughly similar proportions in classroom instruction

• goal is to develop literacy skills in both the native language and the L2; develop biliteracy
• "maintenance": maintain the native language throughout the program

• the goal is to facilitate the speedy acquisition of the dominant language so that students can move into mainstream classrooms within three years of program entry
• serve young students who are recent immigrants to a new country (more likely to be language-minority students) 
• there's oral use of the children's native language in the classroom
• the class may or may not teach literacy skills in the children's native language

• traditionally used to serve linguistically majority students e.g. native English speakers wanting to learn a 2nd language
• two-way immersion: used in the US where many programs follow a 90/10 model for the first six years of elementary instruction e.g. K= 90% Spanish and 10% English, 1st grade= 80% Spanish and 20% English
• develop literacy skills in both languages

• Non-native speakers are thrown into all-English classes without any native language or
• ESL support. (Now illegal in California, Florida).

• This case paved the way for bilingual education.
• Chinese students in 1974 in San Francisco sued the state for not providing equal educational opportunities.

• Integrated Basic Education and Skills Training VESL program
• An ESL and vocational/technical instructor work together in the classroom to
• simultaneously teach English and basic technical skills need for a job.
• students receive literacy education and
• workforce skills.
• Adjunct or sometimes team-teaching.