Alphabet Soup Esol

Front 1

Phonetics

Back 1

Study of sound across language. Includes the phonetic alphabet that has all the sounds that have been found in human language.

Front 2

IPT

Back 2

IDEA proficiency test
(test determining language proficiency)

Front 3

Phonology

Back 3

Study of sounds used by speakers of a particular language. Essentially pronunciation rules.

Front 4

MAC or MAP

Back 4

Maculatis Assessment Program
(another test used to determine language proficiency)

Front 5

Morphology

Back 5

Study of words and word parts. Breaks up the words into smallest perceptual units of meaning.
ESOL struggle: the study of prefixes, suffixes roots, stems, infixes and circumfixes, free and bound,

Front 6

LAD

Back 6

Language Acquisition Device

Front 7

Syntax

Back 7

Study of the principals and rules for constructing sentences for example,
ESOL struggle: changing tenses or questions in English

Front 8

IRI

Back 8

Informal Reading Inventory
(tape recording students as they read for alternate assessment and self assessment)

Front 9

Semantics

Back 9

Study of meaning in a language. Also refers to the extended or metaphorical meanings of words.
ESOL Struggle: knowledge of synonyms, homonyms, antonyms, metaphors, idioms,

Front 10

ELL

Back 10

English Language Learner

Front 11

META

Back 11

Multicultural Education Training Advocacy
(represented LULAC in consent decree)

Front 12

Second Language Acquisition

Back 12

The process by which people develop proficiency in a second or foreign language

Front 13

GTM

Back 13

Grammar Translation Method
(a method of teaching that focuses on reading, writing and translation. The main goal is to be a literary master in the target language.)

Front 14

L1 Transfer/Interference

Back 14

Carrying over the principles of a first language into a second language. Can be positive which enhances language learning or negative which is interference, like tenjewberrymud.

Front 15

FES

Back 15

Fluent English Speaking

Front 16

CUP

Back 16

Common Underlying Proficiency
(Cummin's assumption that content and skills learned in primary language will transfer to target language

Front 17

SUP

Back 17

Separate Underlying Proficiency
(the idea that their is no transfer of L1 to L2. It basically says learning L1 retards the development of L2.) Opposite of CUP

Front 18

ALM

Back 18

Audio Lingual Method.
(Idea that second language production is based on habit)

Front 19

SOLOM

Back 19

Student Oral Language Observation Matrix.
(Scale rating students from preproduction, early production, speech emergence, intermediate fluency and fluent.

Front 20

DM

Back 20

Direct Method.
(Promotes communication in target language and does not allow native language or translating.

Front 21

TPR

Back 21

Total Physical Response.
(Method where students learn L2 without having speak until ready. They use actions and motions.

Front 22

CALP vs. BICS

Back 22

CALP (Cognitive Academic Language Proficiency) Text book language. Takes 5-7 years.
BICS- (Basic Interpersonal Communicative Language) playground/ social language takes 2-3 years.

Front 23

Cloze technique?

Back 23

Fill in the blank activities where a word bank is provided. (ESOL friendly assessment tip)

Front 24

Cooperative Learning

Back 24

Pairing or grouping students to work with others. Beneficial for ELL because they can rely on teammate for language help.

Front 25

Surface vs. Deep Culture

Back 25

Surface- Tangible things related to group (food, art, folklore)
Deep- Feeling and attitudes developed by being a part of a group (religion. sex roles, ethics)

Front 26

Shelter Model Classes

Back 26

Students all at same level and same language in classroom and have intense English instruction Can only last for 1 year!

Front 27

PDP

Back 27

Parallel distributed process.
Brain can process whole and part of something simultaneousness.
(holistic and decoding at same time)

Front 28

Cummin's Quadrants?

Back 28

A square broken up into four quadrants. The top 2 quadrants of the square (a,c) are classified as cognitively undemanding. The bottom 2 (b,d) are classified as cognitively demanding. The right side (c,d) is classified as content reduced/ no clues. And the left side (a,b) is classified as content embedded (clues). Basically easiest quadrant is A (social language) and hardest is D (academic)

Front 29

SQ3R

Back 29

survey, question, read, write, review. A graphic organizer to help ELL understand what they should learn while reading. ELL struggle with writing questions.

Front 30

LEP committee?

Back 30

Limited English Proficiency Committee.
Made up of teacher, parent, principle etc. who work together to create ELL child's academic plan.

Front 31

CALLA

Back 31

Cognitive Academic Language Learning Approach.
(emphasis on social interaction and environment surrounding child) BICS,CALP

Front 32

How can assessment be impacted by cultural bias?

Back 32

Student could not understand test b/c it is not in native language.
Student could have a different writing style.
Student could use different systems (metric)
Words can be ambiguous or idioms

Front 33

Assessment vs. Alternate Assessment?

Back 33

In Alternate Assessment students are still tested and evaluated however, they are not given the traditional pencil and paper test. They can use skits, pictures, graphic organizers, writings, concept webs etc. Better for ELL because it tests what they know not what English they know.

Front 34

Comprehensible Input?

Back 34

Part of Krashen's theory of second Language Acquisition.Idea that learners acquire language by hearing and understanding messages slightly above their current level. The teacher must also make sure their words are comprehensible.

Front 35

Florida Consent Decree

Back 35

Document stating that neither party (Florida department of Education or META) is at fault as long as schools follow certain laws that dictate rights and equality to ELL's.

Front 36

Correcting Errors

Back 36

Teachers should be careful not to over correct especially in the early stages. It is important for the child to feel free to experiment with the language. As levels increase teachers can begin to focus on certain repeated errors.

Front 37

Global error

Back 37

Errors commonly made by ELL that hinder communication
(The bus uses many people)

Front 38

Local error

Back 38

Errors commonly made by ELL that do NOT hinder communication. (He has many problem)

Front 39

Adequate Instruction

Back 39

One of the requirements of Florida Consent Decree. Basically means that ELL must be taught the grade level curriculum. Nothing can be withheld because the students don't speak English.

Front 40

T/F Adults learn Second Language more efficiently than children?

Back 40

True! Even though younger children appear to learn faster and without an accent adults will learn more efficiently because they have more L1 to transfer over.

Front 41

T/F Second language learners acquire language faster if they hear it at home?

Back 41

FALSE! The child needs comprehensible input. Plus in order to keep bilingualism the child should hear both languages at home.

Front 42

T/F Students can soak up language if they hear it enough?

Back 42

FALSE! Language cannot be "soaked up."

Front 43

T/F All students learn language the same way?

Back 43

FALSE! Students have to learn different writing styles, have different schooling backgrounds, may be dealing with culture shock.

Front 44

T/F Low anxiety=Success in Language Acquisition?

Back 44

True! According to Krashen low anxiety means you are more likely to learn.

Front 45

T/F Acquiring Second Language is similar to acquiring first language?

Back 45

True! Same basic stages

Front 46

T/F Structures skills facilitate acquisition of second language?

Back 46

False! More effective if focus is on communication.

Front 47

Constant translation from English to native language is beneficial for ELL?

Back 47

FALSE! Child will then become reliant on translation.

Front 48

Language Learning must be learned in this order: Listening, Speaking, Reading, Writing?

Back 48

FALSE? can be both receptive (listening and reading) and productive (writing and speaking)

Front 49

Reading Strategies for ELL?

Back 49

1) vocabulary and language development,
2) guided interaction (group work)
3) metacognition and authentic assessment (check understanding)
4) explicit instruction (direct teaching)
5) meaning-based context and universal themes (applying students life to text)
6)modeling, graphic organizers, and visuals
mmm veg

Front 50

What does B.F Skinner believe about language learning?
What is this called?

Back 50

It is learned by culture. The child does not pursue knowledge

Behaviorism

Front 51

What does Chomsky believe about language learning?
What is this called?

Back 51

Language is biologically determined. We already know everything it is just a process of waiting for our bodies to realize this. Adults have no impact

Nativist

Front 52

What is the innate theory?

Back 52

Idea that over correcting negatively impacts kids.

Front 53

What does Lev Vygotsky believe about language learning?
What is this called?

Back 53

Language is picked up socially with help of adult

Social Interactionist

Front 54

What is the Zone of Proximal Development?

Who came up with this?

Back 54

Idea that students have actual development (what they know) plus potential development (what they can do with help of adult)

Vygotsky

Front 55

What does Bialystok's Automaticy Model tell us about ELL?

Back 55

They need more time because they go back and forth in their heads between English and native language.

Front 56

Broca's area of the brain deals with?

Back 56

speech

Front 57

Wernickes' area of the brain deals with?

Back 57

sound

Front 58

When does the silent period most often take place?

How long does it last

Back 58

the preproduction stage

from days- months.

Front 59

What can a preproduction student do?

Back 59

Sort pictures,

Front 60

What can an early production student do?

Back 60

Answer yes/ no questions

Front 61

What can a speech emergence student do?

Back 61

Short answer questions

Front 62

What can a intermediate/ fluent student do?

Back 62

crosswords, word searches, journal writing

Front 63

Nonverbal Communication involves...

Back 63

gestures, space, eye contact, touch

Front 64

What is important to know about ELL student?

Back 64

where they are from, prior schooling, language they speak, how long have they been in America.

Front 65

free morpheme

Back 65

Can stand alone
(player)s

Front 66

bound morpheme

Back 66

Cannot stand alone
player(s)

Front 67

What are the seven different language methodologies?

Back 67

Grammar Translation (GTM), Direct (DM), Audio Lingual (ALM), Natural Approach, Total Physical Response (TPR), Whole Language (WL), CALLA

Front 68

Natural Approach

Back 68

Games, skits, realia are used to help facilitate second language learning. Students are free to make errors and silent period is recognized.

Front 69

Whole Language

Back 69

A student centered environment based on cooperative learning and literature. Students experiment with language and are corrected in a a meaningful manner. Learning takes place from L1-L2

Front 70

Learning Styles and ELL's

Back 70

All student learn differently so as a teacher you must be sure that you reach each student at his level. The most commonly accepted Learning Styles model is Gardner's Multiple Intelligences.

Front 71

Levels of Gardner's Multiple Levels of Intelligence?

Back 71

Kinesthetic, visual, verbal, logical, interpersonal, intra-personal, naturalist, musical

Front 72

Stages of Second Language Acquisition?

Back 72

1) Silent (pp)
2)1or 2 words (ep)
3)phrases and short sentences (se)
4) engage in conversations.(if)

Front 73

What were Dr. Krashen's Second Language Acquisition Monitor Models?

Back 73

1) Acquisition vs. Learning Hypothesis
2) The Natural Order hypothesis
3) The Monitor Hypothesis
4)The Input Hypothesis
5) The Affective Filter Hypothesis
ANIMAL

Front 74

What can we learn from Krashen's monitor hypothesis?

Back 74

A filter hinders learning.When a child feels safe, secure and challenged the filter is removed and learning takes place. If the child feels opposite the filter is established and learning stops.