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113 Cards in this Set
- Front
- Back
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ELL
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English Language Learners
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L1
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First language
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Coin to describe this lack of L1 support for language minority students
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Submersion
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ESL
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English as a second language
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TESOL
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Teachers of English to speakers of other languages
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L2
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Second language
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ESEA
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Elementary and Secondary Education Act
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NCLB
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No Child Left Behind Act
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LEA
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Local education agencies
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SEA's
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State education agencies
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AMAO's
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Annual measurable achievement objectives
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(1972 and 1974) first successful court case seeking support for bilingual education. Implementation of bilingual bicultural curriculum, revise assessment procedures to monitor Hispanic students' academic achievement, and recruit bilingual personnel.
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Serna v. Portales
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Kinney Lau, representing 1, 790 Chinese students, initiated a class action suit against S.F. Unified School District seeking support for Chinese students who were failing school because they could not understand English.
Became de facto fool for implementation of bilingual education in the U.S. |
Lau v. Nichols
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Aspira, a community based organization, sued the city of N.Y. seeking relief for the large number of ELLs in the city. While the case was being heard, the Lau ruling was handed down, and litigation ended, the district agreed with the demands of the plantiffs.
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Aspira v. New York
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federal court ruled that the Patchogue-Medfored School District in N.Y. had violated the rights of ELLs by providing a "half-hearted" bilingual program that relied mostly on ESL and did not include a bicultural component.
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Rios v. Reed
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Raymondville, Texas school district charged with violating Equal Educational Opportunities Act (EEOA) of 1974. Fifth court of appeals mandated a 3-step process to develop quality bilingual education programs.
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Castaneda v. Pickard
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District Judge William Wayne Justice ordered the state of Texas to offer a bilingual education program for Mexican American students in kinder through grade 12.
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U.S. v. the State of Texas
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guarantees the rights of undocumented immigrants to free public education.
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Plyler v. Doe
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study of the sound system of the language
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Phonology
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basic unit of sound
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Phoneme
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letters
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Graphemes
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2 or more letters representing one sound
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Digraphs
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study of the structure of words or word formation
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Morphology
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words are made up of units of meaning
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Morphemes
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describes the organization of words in a sentence
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Syntax
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vocabulary of a language
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Lexicon
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meaning system of a language and is based on the culture and context of the conversation.
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Semantics
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Literal meaning of words and ideas "Dog Bites".
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Denotation
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implied meaning of words and ideas. "Passing the Buck".
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Connotation
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ability of speakers to combine sounds into words, words into sentences and larger units in a cohesive manner to achieve oral or written communication.
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Discourse
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role of context in the interpretation of communication.
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Pragmatics
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words pronounced and spelled similarly in two languages.
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Cognates
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words that resembles a word in a second language but has a different meaning.
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false cognate
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children are born with a clean slate-tabula rasa-and language is added through imitation of parents and caregivers.
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Behaviorists
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take opposing view that children are born with innate capabilities for language learning.
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Innatists
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re-emphasize the importance of both nature and nurture as vital components for language mastery.
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Interactionists
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EEOA
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Equal Educational Opportunities Act of 1974
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LEP
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Limited English Proficiency
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___________ program of choice for most districts in the U.S. The main goal of the program is to mainstream students as quickly as possible.
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Early exit transitional bilingual education
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_____________ program offers four or more years of treatment.
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Late exit dual language
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Two types of late exit programs.
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Developmental bilingual education and dual language immersion programs.
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In this program, language minority children with a common language are placed in a program where they are encouraged to maintain their native language and add English to be able to function academically and socially in both languages.
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One way bilingual education
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This program serves language majority (native English) and language minority students (ELLs) in an instructional setting where both groups learn from each other in a peer-teaching situation.
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Two way dual language immersion
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Program Implementation: In this model students receive equal instructional time in L1 and L2. Second most popular model in the U.S.
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Balanced program
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Program Implementation: In this model the largest percentage of instruction is done in the minority language, which means that the language majority students are placed in an immersion format. Most popular model.
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Minority/majority language program
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Program Implementation: This model combines native language instruction with dual language. Students in this approach are homogenously grouped by their native language for a portion of the day to received native literacy instruction.
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Combination program
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In this system, students spend most of the day in mainstream classes and are "pulled out" of their classes for one or two periods per day to receive English instruction, Costly and least effective of the ESL methods.
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ESL pull out
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Subtractive program designed to teach English only. In the self contained ESL classroom the teacher delivers instruction in English to ELLs.
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Structured English immersion
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This approach attempts to make academic instruction in English understandable to ELLs while promoting English language development. It focuses on the delivery of content in contextualized situations with the addition of language objectives.
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Sheltered English
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Addresses the needs of recent immigrants or students who are new to the English language. Used to support ELLs in their linguistic and cultural adjustment to life and schooling in the U.S.
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Newcomer Centers
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Research of program effectiveness: Study compared the performance of ELLs in bilingual education programs with the performance of Latino students in the all English program.
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AIR study
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Comparison between structured English immersion and early exit models. Growth curves for ELLs in late exit instructional programs continued to grow in Eng. Language arts and reading and mathematics catching up to the mainstream group. Early exit had gains in lower grades.
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Ramirez study
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This study examined the performance of ELLs in the various programs available: early exit, late exit, and ESL models. Definite impact in the achievement of ELLs and students in two way bilingual classes out perform their counterparts being schooled in monolingual classrooms and sustained gains all the way through h.s.
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Thomas and Collier Study
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Two programs for language minority students
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Accelerated learning and critical pedagogy.
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The main purpose of the purpose of the program is to enhance and enrich learning among students in at risk situations to allow them to catch up academically with their peers. This approach relies heavily on enrichment strategies taken from the gifted and talented programs and effectively employs the strengths that children bring from home.
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Accelerated learning
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In this approach, students become active learners and participants in their own reality. Students develop a deep and relevant knowledge of life, develop problem solving skills, and become protagonists in their quest for knowledge and discovery.
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Critical pedagogy
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Strategies used in bilingual education.
In this instructional activity teacher engage in dialogue about class content. Summarizing Question Generating Clarifying Predicting |
Reciprocal teaching
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Strategies used in bilingual education.
In this traditional approach, the teacher introduces the content in one language and presents the body of the lesson in the second language. |
Preview review approach
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Strategies used in bilingual education.
In this traditional approach, both languages are used to deliver instruction. It requires a special ability to provide equivalent content rather than literal translations. In addition, teachers must have a strong knowledge of content area terminology in both languages. |
Concurrent approach.
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Age and L2 acquisition
Critical period for the acquisition of language from two years of age to puberty. A child exposed to a new language during the critical period can develop a near native accent. |
Critical period hypothesis
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Age and L2 acquisition
Believes that language learners should arrive at a given academic and literacy level in L1 before attempting to transfer elements of it to a second language. |
Threshold hypothesis
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Student who want to learn the language because it will enable them to socialize and interact effectively with native speakers.
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Integrative motivation
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L2 learners who want to acquire the language to accomplish a specific task for example, to travel to a country or to pass a language test.
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Instrumental motivation
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If the pidgin becomes the native language of a group, then it is called creole. ______________ refers to the process in which a pidgin becomes the native language for a given group.
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Creolization
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When the nonstandard structures of the inter language persists- examples "estring", "espeak". It is called ________________.
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Fossilized
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Refers to a common language used for communication in multilingual communities.
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Lingua Franca
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Code switching process of alternating the use of two language. Example, Me encanta ir a los movies on Christmas Day.
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Intrasentential
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Example #2 On Christmas Eve, my parents take me to church and then to dinner. Despues de la cena es que empieza la verdadera fiesta.
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Intersential
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Defined as a mutually intelligible variation of standard language or official variety.
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Dialect
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Spoken by mostly low income black youths.
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Ebonics
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I don't want to know nothing about you.
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Double negative
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He crazy. They happy.
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Copula deletion
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He be home early from school.
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Habitual tense
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pak and fo for park and for
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Deletion of postvocalic Rs
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Literacy can emerge naturally among children without formal reading instruction when they see adults engaging in meaningful literacy activities, like reading newspapers, writing notes, and looking at environmental print-street signs, billboards, and other printed material children see all around them.
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Emergent literacy
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At this stage of reading children demonstrate curiosity for print and understand that print contains meaningful messages. Begin developing phonemic awareness.
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Emerging readers
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Begin to connect words with their written representations and recognize a number of sight words. Awareness of features of printed text, like punctuation, bond print, and text format, retell stories with specific details about the plot and characters.
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Early readers
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Readers begin to internalize the cuing or decoding system of the language and exhibit some degree of fluency.
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Newly fluent readers
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To provide reading opportunities that better matched students' schemata, the ___________ has students share an activity or experience, like a science experiment or an activity on the playground.
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Language experience approach
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Contains short repetitive stories that can easily be used to teach sight words and the sound symbol correspondence.
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Big books
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High-frequency words introduced to children visually for easy recognition.
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Sight words
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Instruction is used to guide students to recognize words based on the way they are pronounced.
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Phonics
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Bottom up approach to reading is driven by a process for constructing meaning from letters, words, sentences, paragraphs and whole texts. It is inductive and skill-based process based on the principles of behaviorist psychology. Best represented by the
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Phonics reading program
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Top down approach to reading relies on the schemata that readers bring to the text in their attempt to drive meaning from print. It is a deductive approach that proceeds from the whole to the parts. It begins with whole text, sentences, and words. The best representation of the top down model is the
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Whole language approach
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Writing:
Describes events or tells a story using context and often repetition to communicate ideas. It uses a predictable format containing three major components-beginning, middle, and end. |
Narrative writing
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Provides an explanation of processes or concepts, structured topically, chronologically, or numerically, organized into chapters, each covering a topic and divided into subtopics.
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Expository writing
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Words that have common spelling patterns in English. The main purpose of teaching English word families is to help students recognize frequently occurring patterns in the language like -ack, in words pack, back, and lack.
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Word families
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refers to the initial consonant or consonant clusters of a syllable.
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Onset
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refers to the combination of vowels and consonants that follow the onset
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Rime
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Journal writing: Students analyze their experiences and write for self expression. Teachers can be involved only when invited to do so.
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Personal Journals
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Students communicate with teachers, adults, or other students about topics of interest. Teachers respond to the content of the writing by modeling standard language usage without overemphasizing corrections.
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Dialogue Journals
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Students reflect on particular situations or content. This type of journal can be used for self assessment.
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Reflective Journals
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Type of functional journal in which students provide a summary of the elements they have learned and analyze difficulties experienced during the learning process. Provide additional support or to reteach concepts.
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Learning log
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________ designed to guide students to write following specific steps.
Prewriting Drafting Conferencing Revising Editing Publishing |
Process writing
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Describes the process of gathering data to make instructional or programmatic decisions. It can be done formally or informally.
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Assessment
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Is conducted using formal standardized or norm referenced tests and criterion referenced tests.
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Formal assessment
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Is used to measure a student's performance in various skills and types of content.
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Standardized or norm referenced testing
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test compares the scores of students in other geographic locations using a ranking order based on the students' performance.
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Norm reference tests
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Used to indicate the level of mastery attained on specific standards or instructional objectives. Results are presented based on the percentage of questions answered correctly. (TAKS)
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Criterion referenced tests
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Often linked to the concepts of authentic, on going and performance assessment. Generally done to assess students' progress.
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Informal assessment
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Informal Assessment: Teachers observe and record specific language features, such as the use of irregular and regular past tense verbs or the use of the vernacular when the standard version is required
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Observation
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Informal Assessment: Used to track the student's development by noting which skills have become part of the linguistic child's repertoire.
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Skill checklists
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Informal Assessment: Teachers collect samples of student work at each stage of the process. To assess language proficiency, teachers can collect taped oral performances in a various settings and samples of writing.
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Portfolio assessment
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Informal Assessment: Gives teachers and students opportunities to discuss language development. Teachers meet with children to ***** their performance and to identify activities and instruction needed for student progress.
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Conferencing
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Informal Assessment: Involves students in the evaluation process and builds their evaluative and interactive skills.
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Peer review
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Informal Assessment: Empowers students by making them responsible and reflective of their performance in school.
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Self assessment
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Evaluation: Informal assessment done during instruction or right after instruction. The main purpose is to monitor and improve instruction and consequently student learning.
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Formative evaluation
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Evaluation: Formal assessment done after instruction or after a grading period and is used to document mastery and for reporting purposes. Conducted at specific times in the year with the use of formal instruments like chapter tests, final exams, term papers, and projects.
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Summative evaluation
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Contain valuable information teachers can use to develop an overview of their students.
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School records
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Can offer teachers clues about the potential of students in their classrooms. However, teachers should not use _______________ results alone when making instructional decisions.
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Standardized test scores
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State Testing Program
Kindergarten through Grade 2 Shows proficiency in Spanish reading. The test is given twice a year to children in the bilingual (Spanish) education program. Designed to identify early reading difficulties in Spanish |
Tejas LEE
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State Testing Program
Kindergarten through Grade 2 Equivalent to the Tejas LEE, covering similar language components, but is administered English. |
(TPRI) Texas Proficiency Reading Inventory
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State Testing Program
Kindergarten through Grade 2 Checklist designed to record the English progress of ELLs in listening, speaking, reading, and writing. Developed by TEA to comply with accountability requirement of the NCLB. |
(TOP) Texas Observation Protocol
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