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66 Cards in this Set
- Front
- Back
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Right Brain Left Brain |
Spatial/Visual Reasoning, movement/motion Organized, detailed, seeks patterns |
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Localization |
areas within each side of the brain have very specific tasks they perform |
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Lateralization |
each side of the brain is responsible for different things but they work in conjunction with the other |
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LAD: Language Acquisition Device (Chomsky) |
Instinctive mental capacity which enables infants to acquire and produce langauge; would not happen as quickly as it does if we weren't born with something like this |
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Aphasia |
brain damage causes inability to express/comprehend language based on location of aphasia |
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Broca's Area |
area of brain that controls production of speech |
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Wernicke's Area |
area of brain responsible for processing speech; can produce without this but wouldn't be intelligible |
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Brain Plasticity / Neuroplasticity |
ability of brain to change/learn new things over time; losing old/connections and forming new ones |
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Critical Period |
time frame when kids can learn and pick up new languages much faster; up to 11 years, children can learn up to 8-10 languages infants understand the sounds of all languages but it fades with age/exposure |
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Psycholinguistic Models of Bilingualism |
- Iceberg analogy - threshold theory - balloon theory - BICS/CALP |
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Threshold Theory (psycholinguistic model) |
2 main thresholds a bilingual child can cross; first threshold labels kids as not proficient in both, only one; + and - cognitive effects second threshold - kid is proficient in both languages, + cognitive effects |
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Balloon Theory (psycholinguistic model) |
language learning as balance of L1 and L2 sharing air in two balloons. As one L grows in strength (more air), the other depletes. ("balanced bilingualism" doesn't exist; one language will always be stronger.) |
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Iceberg Theory (psycholinguistic model) |
L1 and L2 appear separate on the surface like icebergs, but underneath are connected through underlying foundations of language development |
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BICS (psycholinguistic model) |
Basic Interpersonal Communication Skills - basic language skills acquired for social/informal situations. Develop quickly from 6 months to 2 years |
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CALP (psycholinguistic model) |
Cognitive Academic Language Proficiency - takes longer to develop, age 5-7; kids develop vocabulary to discuss academic content knowledge with proficiency |
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Language Transfer |
L1 can help you learn L2 by way of language transfer - children connect words in two languages more than words to concepts; can hel pick up new languages |
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Language Interference |
code switching and mixing that can happen to bilingual speakers - one L can interfere with the other |
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Language Switch / Inhibition Mechanism |
there's a mechanism in the brain that inhibits one language from competing with another; when a bilingual wants to switch languages, the inhibitor needs to switch, too. This is easier for fluent bilinguals; tough for monolinguals learning new language |
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Metalinguistic Reflection |
ability to reflect and think about the way you are forming speech and how your brain processes languages
happens more for bilingual speakers because of the switching they do |
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Stages of Child Language Development |
1. Babbling 2. One Word 3. Two Words 4. Beyond Two Words |
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Balanced Bilingual vs. Semilingual |
Balanced - equally proficient in two languages Semi - stronger in one L than other L |
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Developmental Bilingual Programs |
Early elementary bilingual programs have a lot of instruction in L1 and gradually develop students L2 (english) while teaching content in L1; move more towards english with age |
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Transitional Bilingual Programs |
later schooling years (middle school) provide support for ELLs transitioning to more English classrooms; could be bilingual aide, lit support |
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Heritage Langauge Programs |
designed to continue development of academics in L1 even though student may have transitioned out of traditional bilingual ed |
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TWI/Dual Language Programs |
designed to promote fluency in two languages by time of exit; content is in both languages, open to ELL students and english speakers who want to learn L2 early |
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Structured English Immersion |
self-contained ELL rooms, structured and sequenced way of teaching English. |
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Sheltered ESL |
separate ELL rooms that teach same grade level content but use appropriate strategies to transmit content taking English Proficiency into account |
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Push in / Pull Out |
Pull out - ESL teacher pulls kids to give instruction outside of gen-ed class
Push In - ESL teacher comes into gen-ed class to support teacher and help ELL kids learn same content as peers |
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Meyer v. Nebraska 1919 |
Supreme court ruled against Nebraska's restriction of bilingual ed, citing it unconstitutional. -> in reaction to anti-german sentiment of WWI. Set many language instruction precedents |
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Mendez v. Westminster 1946 |
Lawsuit in Orange County, CA that challenged racial segregation of Mexican students into Mexican and Mexican American Schools; schools segregated students based on last names; ie if you had a mexican sounding name, you went to a different school |
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Brown v. Board of Education 1954 |
Overruled Plessy v. Ferguson; ended separate but equal |
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Elementary and Secondary Ed Act 1965 |
Funds at risk children |
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Title VII 1968 |
funds bilingual programs in poor communities; funds bilingual endorsements for teachers and ELL instruction |
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Lau v. Nichols 1974 |
establishes bilingual education; chinese immigrant families sued SF board of ed arguing their ELL children were unfairly put into special needs classes |
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Bilingual Education Act 1978 |
Pushes english curriculum and LEP/ESL lables but doesn't clearly define standards and expectations for ELL programs |
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Title III funding |
federal funds for bilingual and ESL instruction |
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Bachman's Model of Language Competence |
? not sure |
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Language Background Scales |
measures a person's use of their languages in different domains and different relationships |
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Early v. late sequential/simultaneous bilingualism |
sequential: you learn L1 and then pick up L2 simultaneous: learn two languages at once from very early age |
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Fractional v. Holistic Bilingualism |
Fractional: sees bilinguals as two monolinguals inside one person
Holistic: sees bilinguals as complete istic entity, an integrated whole |
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Language Death/Decline v. Language revival/reversal/vitality |
Death - ie Native American languages were stomped out of culture; schools didnt teach
Revival - efforts to revive lost languages through schools that teach/immerse kids in languages, and have families keep them alive at home too |
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Additive v. Subtractive Schooling |
additive - addition of L2 and culture is not likely to replace or displace L1 and culture
subtractive - L2 and culture are pressured to replace and demote L1 |
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Elective v. Circumstantial Bilingualism |
Elective: choosing to learn a new language
Circumstantial: being forced to learn L2 |
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Code Switching |
changing between two distinct languages within context of a single conversation or social environment; does not include alternating between dialects/speech patterns of same language |
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Code Mixing |
mixing two languages or languages vary in speech; Spanglish |
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Language Brokers |
ie kids who translate for parents |
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Language Matching? |
? not sure |
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Diglossia |
one language is used in "high society" settings, while another langauge is used in informal/"low" settings |
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Transglossia |
mixing of languages in one setting regardless of situation |
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Language Planning |
Corpus, Status, Acquisition |
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Corpus (Language Planning) |
planning to engineer changes in the structure of language because one part is deemed inadequate |
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Status (Language Planning) |
gearing specific languages towards specific purposes in a society; thus assigning them statuses |
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Acquistion (Language Planning) |
attempts to influence language status, distribution, or use usually through education - often used for language revitalization |
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Krashen's Models of Language Acquisition |
- Acquisition Learning hypothesis - Monitor hypothesis - Natural Order hypothesis - Input hypothesis - Affective Filter hypothesis - Reading hypothesis |
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Acquisition Learning hypothesis - Krashen |
Acquisition: subconscious acceptance of language information stored in the brain through communication - native languages
Learning - conscious accepting of a second language: often more formal instruction |
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Monitor hypothesis - Krashen |
there is a learning mechanism that forces the brain to inspect and correct errors; it can act as a barrier to make sure learner is focusing on accuracy |
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Natural Order hypothesis - Krashen |
suggests there is a predictable order in learning a new language. |
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Input hypothesis - Krashen |
acquisition occurs when learners receive messages they can understand that pushes their ZPD |
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Affective Filter hypothesis - Krashen |
emotional variables can prevent learning; when triggered can prevent input from reaching language acquisition part of the brain; ie anxiety, confidence, motivation, stress |
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Reading hypothesis - Krashen |
the more we read in L2, the greater our vocabulary |
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Territorial v. Personal v. Asymmetrical Principles of Language |
Territorial: the right to a languge within a geographical area
Personal: right to use a language based on individual's ownership of language no matter where they are
Asymmetrical: attempt to merge territorial and personality principles when applied to language rights |
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Exogenous v. Endogenous Bilingualism |
Ex - originates from outside source
End - originates from within |
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Integrative v. Instrumental Motivation |
Integrative - a wish to indetify with or join another language group
Instrumental - learning language for a useful purpose |
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WIDA / ACCESS tests |
MODEL = ECE screening test
WIDA - W APT = grades 1-12 language assessment - initial language screening
ACCESS - grades 1-12 annual language assessment
ESL services mandated for those who score under 5.0 |
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Article 14C / Section 228 |
Illinois laws and codes for langauge education |
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Proposition 228 and 187; 1998 California |
227: passed in CA; supported by Unz; restricted bilingual education in CA in response to national focus of poor-quality bilingual ed but slashed all access to bilingual services
187: denied bilingual ed, medical services, and other services to undocumented immigrants
Bilingual and ELL schools must apply for state-waivers to get bilingual funding |
