Ctel 1- Theories

Front 1

What are the 4 stages that everyone goes through when acquiring their FIRST LANGUAGE (L1)?

Back 1

1. BABBLING: 6 mos. - 1 yr.
2. HOLOPHRASTIC: use 1 word to mean a whole sentence; e.g. "dog"
3. TWO-WORD: about 2 yrs.; e.g. "car go"
4. TELEGRAPHIC: stringing more than 2 words together; e.g. "Cathy build house"

Front 2

What are the 5 SECOND LANGUAGE (L2) PROFICIENCY LEVELS?

Back 2

1. BEGINNING (B): know a few words & can write a few words
2. EARLY INTERMEDIATE (EI): describe a picture & can match simple words to it; write a few sentences
3. INTERMEDIATE (I): use difficult vocab. in a complete sentence; read a story & recall details & answer literal questions; write simple sentences
4. EARLY ADVANCED (EA): understand & follow difficult instructions; reading - sequencing, generalizing, making predictions; writing - fluent sentences, well-organized, accurate transitions
5. ADVANCED (A): understand & read more complex things; writing is well organized with vivid vocab. & no significant grammatical errors

Front 3

What are BICS and CALP

Back 3

Levels of fluency described by Cummins.

BICS (Basic Interpersonal Communicative Skills) is fluency on a social level which should not be mistaken by a teacher to be the same as CALP (Cognitive Academic Language Proficiency) which is a level of fluency that allows for classroom learning.

Front 4

What are 8 STRATEGIES learners use in developing a 2nd language?

Back 4

1. Repetition
2. Memorization (e.g. songs, rhymes...)
3. Formulaic Expression (words/phrases used as automatic speech units--e.g. the question is, more or less...)
4. Elaboration
5. Self-Monitoring (correcting own errors)
6. Appeal for Assistance (asking for help)
7. Request for Clarification
8. Role-play (e.g. playing teacher)

Front 5

What are 5 characteristics of BICS?

Back 5

1. social conversation
2. playground talk
3. everyday conversation
4. family talk
5. friend talk

Front 6

What are 5 skills taught in CALPS?

Back 6

1. higher-order thinking
2. abstract thinking
3. academic language
4. test skills
5. problem solving

Front 7

What are the "ONE-BALLOON" & "TWO-BALLOON" theories?

Back 7

ONE-BALLOON: CUP (language is developed in "1 area" & there is a connection bet. L1 & L2)
TWO-BALLOON: SUP (lang. is developed in 2 separate areas & when 1 lang. is emphasized, the other is reduced)

Front 8

Whar are 3 PSYCHOLOGICAL FACTORS that influence intstruction?

Back 8

1. BACKGROUND FACTORS: validate name; age of EL; L1 proficiency; type of bigingualism (limited, partial, proficient; L2 experience; CELDT - access L2 level;prior academic success; likes & dislikes
2. SOCIAL-EMOTIONAL - Self-Esteem (honor L1 & emphasize fluency over accuracy); Anxiety Level(class s/b warm & friendly; peer work, small group work, games, simulations, alternative assessments); Motivatiom (use pep talks & encouraging phrases for ELs to tell themselves)attitudes of learner
3. COGNITIVE - Cognitive Style (visual/verbal & holistic/analytic); Learning Styles (competitive vs. cooperative; dependent vs. independent; participant vs. avoidant); Learning Strategies (code switching has many benefits)

Front 9

What are SOCIOCULTURAL FACTORS that influence instruction?

Back 9

1. FAMILY ACCULTURATIN & USE OF L1 & L2 (visit student's home & encourage parent involvment)
2. FAMILY VALUES & SCHOOL VALUES - (teachers need to feel comfortable about values in students' culture & include them in classroom)
3. INSTRUCTIONAL SUPPORT - Tracking (unfair opportunity for ELs); Testing Adaptations (test in L1; extended time); Curriculum (challenging & meaningful); Pedagogy (teaching s/b understandable & engaging); Physical School Structure (well-cared for); Disciplinary Policies (channel disturbances into cooperative groups that all students to express themselves); Limited Role of students, teachers, family& community (need communication bet. family & school)
4. SOCIOCULTURAL SUPPORT FOR L1 IN CLASSROOM - Cooperative Learning has many positive results; feature primary language on bulletin boards, in reports & involve L1 speakers as guests & volunteers0

Front 10

What is the

Constructivism Theory?

Back 10

People construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences.The learner is an information constructor.

(Vygotsky)

Front 11

What is Vygotsky's Theory?

Back 11

Learning begins as interpersonal communication.

Studied incremental gains in learning that take place in the zone of proximal development and are helped along by scaffolding.

Front 12

What is the zone of proximal development?

Back 12

The zone of proximal development, often abbreviated as ZPD, is the difference between what a learner can do without help and what he or she can do with help.

(Vygotsky)

Front 13

What are Piaget's Stages of Development?

Back 13

Front 14

What is Chomsky's Theory?

Back 14

Chomsky argues that human brains have a language acquisition device (LAD), an innate mechanism or process that allows children to develop language skills. According to this view, all children are born with a universal grammar, which makes them receptive to the common features of all languages. (Nativist Model)

Front 15

What is the Behaviorist Model?

Back 15

Skinner: Learn in response to stimuli.

Front 16

What is the Social Interactionist Model of Language acquisition?

Back 16

The child will learn to speak in the manner and syntax of those people who speak to him.

Front 17

What is the Acquisition-Learning Model?

(Krashen)

Back 17

Language learned in 2-step process:

Acquisition= subconcious absorbtion of language

Learning= formal education

Language learned mainly by long-term exposure that can be sped up with formal learning.

Front 18

How is the Acquisition-Learning Theory applied in the classsroom?

Back 18

According to this theory, the optimal way a language is learned is through natural communication. As a second language teacher, the ideal is to create a situation wherein language is used in order to fulfill authentic purposes. This is turn, will help students to ‘acquire’ the language instead of just ‘learning’ it.

Front 19

What is the Monitor Hypothesis?

(Krashen)

Back 19

The formal learning of a language (grammar etc) causes the learner to monitor their speaking. The ‘monitor’ can sometimes act as a barrier as it forces the learner to slow down and focus more on accuracy as opposed to fluency.

Front 20

How is the Monitor Hypothesis applied in the classroom?

Back 20

As an SL teacher it will always be a challenge to strike a balance between encouraging accuracy and fluency in your students. This balance will depend on numerous variables including the language level of the students, the context of language use and the personal goals of each student. This balance is also known as Communicative competency.

Front 21

What is The Natural Order hypothesis?

(Krashen)

Back 21

For any given language, there is a natural order of learning (that should be adhered to) in order to learn the language

Front 22

How is the Natural Order Hypothesis applied in the Classroom?

Back 22

According to this hypothesis, teachers should be aware that certain structures of a language are easier to acquire than others and therefore language structures should be taught in an order that is conducive to learning.

Front 23

What is the Input Hypothesis?

(Krashen)

Back 23

Language acquisition occurs when learners receive messages that they can understand, a concept also known as comprehensible input. However, Krashen also suggests that this comprehensible input should be one step beyond the learner’s current language

Front 24

How is the Input Hypothesis applied in the classroom?

Back 24

The Input hypothesis highlights the importance of using the Target Language in the classroom. Self-Instruction & scaffolding also important. Can be difficult to tailor to individual student needs. (Slightly above ability level.)

Front 25

What is The Affective Filter hypothesis?

(Krashen)

Back 25

One obstacle that manifests itself during language acquisition is the affective filter; that is a 'screen' that is influenced by emotional variables that can prevent learning. Anxiety, self-confidence, motivation and stress can influence a student's ability to learn.

Front 26

How is the Affective Filter Hypothesis applied in the classroom?

Back 26

In any aspect of education it is always important to create a safe, welcoming environment in which students can learn. In language education this may be especially important since in order to take in and produce language, learners need to feel that they are able to make mistakes and take risks