Ctel

Front 1

Acculturation

Back 1

The process of adopting the cultural traits or social patterns of another group (i.e. going from monocultural to bicultural)

Front 2

Modulation

Back 2

Process of changing the "tone, volume or pitch" of words, phrases & sentences; it helps give language structure, direction & variety (e.g. narrative vs. poetry vs. rap)

Front 3

What is the LANGUAGE EXPERIENCE APPROACH (LEA)?

Back 3

Use for ELD in lower grades; the teacher writes down exactly what the student says & then the students reads the story back to the teacher; Students use their own words to develop their reading, writing, and speaking abilities; holistic approach; kids "self monitor;"

Front 4

What is the Affective Filter Hypothesis ?

Back 4

Krashen theory that 'Affective variables' play a facilitative role in second language acquisition; Variables for best results: high motivation, self-confidence and low anxiety; Low motivation, low self-esteem, and debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition.

Front 5

What is the Aquisition Learning Hypothesis ?

Back 5

Language Acquition is a subconscious process not unlike the way children learn language. Language acguires are unconsciously of the grammatical rules of language. Thet develop a "Feel" for correctness of their own utterances as their internbal monitor gradually adjusts. The Language Aquirers may not be able to state any specific rules as to why their utterances are correct.

Front 6

Digraphs

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Combination of sounds that make a unique sound, unlike any of the sound made by any of the individual letters w/I the diagraph (ph in phone sh in share)

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Morphology

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The study of word structure and meaning. Morphology encompasses the derivation of words, the use of inflections, and the
creation of compound words. Children use to identify words using root words, prefixes, and suffixes. Sometimes called STRUCTURAL ANALYSIS.

Front 8

PHONOLOGICAL and MORPHOLOGICAL skills that promote fluent reading and writing?

Back 8

1. Organized, systematic and explicit phonics
2. Decoding skills
3. Orthography: (application of spelling patterns and sound/symbol codes --i.e rimes, -ight)
4. Structural analysis (morphology)
5. Application of student’s knowledge of primary language

Front 9

Syntactic Structure

Back 9

How words are ordered so that they indicate a targeted meaning.
English: What does John see?
Chinese: John saw what?
Japanese: John what see?

Front 10

Inflectional Endings
(Also called Inflectional Morphemes)

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Inflectional Morphemes (English has only 8) qualify a word in some way: ’s, -ed (past tense), -s (plural), -er & -est.

Front 11

What does not transfer positively from primary language?

Back 11

Digraphs, Diphthongs, Schwa, Initial, medial, final consonant

Front 12

Organized & Systematic Phonics

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Teachers should have clear list of sound-symbol relationships students at their grade level should know.

Taught in sequence which moves fm simple to complex: start w/ phonemes, onset & rimes, then letter combinations & finally syllables.

Front 13

Decoding skills

Back 13

Ability to recognize individual phonemes and phoneme blends. Understand that a printed word represents the spoken word and the printed word is made up of phonemes.

Front 14

Bound Morphemes Types

Back 14

Only two types:

Inflectional Morphemes (English has only 8) qualify a word in some way: ’s, -ed (past tense), -s (plural), -er & -est.

Derivational Morphemes can change the meaning of a word (e.g. ex- to champion means former champion)

Front 15

Strategies for identifying & addressing ELD difficulties with phonology & morphology

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1. Apply strategies of contrastive analysis to determine differences language & English
2. Use contrastive analysis resources in RLA/ELD programs
3. Use students’ prior knowledge of primary language to promote English development
4. Applying vocabulary strategies such as context clues and word structure

Front 16

Syntactic classes

Back 16

nouns, verbs, adjectives

Front 17

Positive and Negative Language Transfer

Back 17

Language transfer refers to speakers or writers applying knowledge from their native language to a second language.

POSITIVE TRANSFER - relevant unit or structure of both languages is the same

NEGATIVE TRANSFER - when speakers and writers transfer items and structures that are not the same in both languages. Within the theory of contrastive analysis, the greater the differences between the two languages, the more negative transfer can be expected.

Front 18

Orthography

Back 18

Sound-symbol codes. Set of rules for a certain language. K makes the k or c sound. Chinese language has symbols that make up an entire phrase; Orthography describes or defines the set of symbols (graphemes and diacritics) used, and the rules about how to write these symbols. Depending on the nature of the writing system, the rules may include punctuation, spelling and capitalization.

Front 19

What is PRAGMATICS & why is this important when teaching ELs?

Back 19

The ability of natural language speakers to communicate more than that which is explicitly stated. The use of language in a SOCIAL CONTEXT. It is important for ELs to understand the social rules of American culture in order to fully communicate. These need to be explicitly taught! It is also important for teachers to be aware of what the pragmatics are in other cultures so that they don't make incorrect assumptions & assessments about students' learning & behavior

Front 20

Contrastive Analysis

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The systematic study of a pair of languages with a view to identifying their structural differences and similarities

Front 21

What are 4 strategies for ensuring that differentiated, standards-based assessment
and instruction address the needs of English Learners?

Back 21

1. Taking into account the range of English proficiency levels represented in the classroom
2. Providing multiple opportunities to develop English Learners' knowledge, skills, and abilities as outlined in the ELD and content standards
3. Matching the purpose and level of an assessment to an appropriate assessment task
4. Creating an appropriate testing environment; using multiple measures for assessing English learners' performance with respect to a given standard

Front 22

What is the role and purposes of assessment in programs for English Learners?

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1. identification
2. placement
3. progress
4. re-designation / reclassification
5. diagnosis
6. instructional planning, program evaluation

Front 23

What are 5 types of classroom assessments for English Learners and their purposes, features, and limitations?

Back 23

1. textbook assessments
2. performance-based assessments
3. curriculum-based assessments
4. authentic assessments
5. teacher-made tests

Front 24

What are 3 reasons for the importance of selecting and using appropriate classroom assessments?

Back 24

1. district benchmarks
2. textbook assessments
3. differentiated levels of discussion questions for checking understanding that enable English Learners to demonstrate their knowledge and skills according to their English proficiency level

Front 25

What are 4 basic empowerment issues related to the education of English Learners?

Back 25

1. creating a positive affective environment for all students including English Learners in the classroom and the school
2. promoting inclusive parent and community involvement
3. valuing cultural and linguistic diversity
4. respecting parent program choices

Front 26

What are 3 types and models of programs for English Learners in California?

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1. Alternative course of study (e.g., transitional/developmental bilingual educational programs, dual-language programs, heritage-language programs)
2. Structured English Immersion (SEI)
3. English-language mainstream programs with additional and appropriate support

Front 27

What are 2 required program components for English Learners?

Back 27

a. English Language Development (ELD) (as described in the RLA Framework, "Universal Access" section)
b. Access to core curriculum
- primary-language instruction/support
- Specially Designed Academic Instruction in English [SDAIE]
- content-based ELD

Front 28

What are 8 strategies for facilitating English Learners' LISTENING COMPREHENSION and SPEAKING skills across the curriculum ?

Back 28

1. Frontloading key vocabulary and language functions
2. Pre-teaching
3. Brainstorming questions prior to a presentation
4. Cooperative learning
5. Whole-class and small-group discussions
6. Role-plays
7. Interviews
8. Debriefing after a presentation

Front 29

What are 5 ELD strategies for promoting
students' READING component knowledge, skills, and abilities?

Back 29

a. Word analysis (e.g., concepts about print; phonemic and morphemic awareness; vocabulary and concept development; decoding; word recognition, including structural analysis, recognition of cognates, and other word identification strategies)
b. Fluency (e.g., reading aloud with appropriate pacing, intonation, and expression; applying word recognition skills)
c. Systematic vocabulary development (e.g., applying word recognition skills, using content related vocabulary, recognizing multiple-meaning words, applying knowledge of text connectors, recognizing common abbreviations, using a dictionary, using morphemes and context to understand unknown words)
d. Reading comprehension (e.g., features, structures, and rhetorical devices of different types of texts; comprehension and analysis of grade-level-appropriate texts; identifying fact and opinion; identifying cause and effect; using a text to draw conclusions and make inferences; describing relationships between a text and one's own experience; evaluating an author's credibility)
e. Literary response and analysis (e.g., narrative analysis of grade-level-appropriate texts, structural features of literature, literary criticism)

Front 30

What are 3 ELD strategies for promoting students' WRITING component knowledge, skills, and abilities?

Back 30

a. Writing strategies and applications (e.g., penmanship development; the writing process, including organization, focus, evaluation, and revision; applying research and technology)
b. Using writing that reflects purpose, speaker, audience, and form across different writing genres (e.g., narrative, expository, persuasive, descriptive)
c. English language conventions (e.g., capitalization, punctuation, sentence structure, grammar, spelling)

Front 31

What are 8 key procedures used in planning SDAIE lessons?

Back 31

1. Include language objectives and grade-level content objectives in the lesson.
2. Determine task complexity and amount of scaffolding required.
3. Select multiple strategies to access and assess students' prior knowledge.
4. Identify strategies for creating background knowledge.
5. Identify ways to provide students with cognitively engaging input (both oral and written) with contextual support (e.g., visuals, manipulatives, realia, primary-language support, paraphrasing, focus questions).
6. Identify ways to use modeling and multiple opportunities for guided and independent practice to achieve content and language objectives, including carefully scaffolding interactions (e.g., teacher-student, student-student, student-text).
7. Identify ways to promote students' active language use with respect to the lesson's content (e.g., using the primary language, cooperative learning tasks).
8. Select multiple strategies to assess students' mastery of language objectives and grade-level content objectives (including using authentic assessment) and scaffold assessment tasks when necessary.

Front 32

What are 14 key strategies used in implementing SDAIE lessons? Card 1

Back 32

1. Access English Learners' prior knowledge (e.g., concepts, vocabulary) related to a lesson, including using an additive cultural approach.
2. Contextualize a lesson's key concepts and language (e.g., using materials, resources, and activities to support contextualization).
3. Modify and augment State-adopted content-area textbook(s) to address English Learners' language needs, including the incorporation of primary-language resources.
4. Demonstrate or model learning tasks.
5. Use questions to promote critical-thinking skills (e.g., analytical and interpretive questions).
6. Provide English Learners with explicit instruction in metacognitive and cognitive strategies (e.g., debriefing, using text features, using self-evaluation and reflection).
7. Develop English Learners' academic language (e.g., frontloading vocabulary).

Front 33

What are 14 key strategies used in implementing SDAIE lessons? Card 2

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8. Provide clear models of expected performance outcomes.
9. Transform text from one genre to another genre.
10. Provide opportunities for English Learners to engage in analysis and interpretation of text, both oral and written.
11. Provide English Learners with opportunities to learn and use forms of English language necessary to express content-specific academic language functions (e.g., analyzing, comparing, persuading, citing evidence, making hypotheses).
12. Provide authentic opportunities for English Learners to use the English language for content related communicative purposes with both native and nonnative speakers of English.
13. Assess attainment of lesson content using multiple modalities (e.g., verbal, nonverbal).
14. Provide comprehensible and meaningful corrective and positive feedback to English Learners.

Front 34

What are 3 Variations of language?

Back 34

1. Dialects
2. Historical variation
3. Social versus academic

Front 35

What are 4 Pragmatic features of oral and written language that convey meaning?

Back 35

1. formal or informal registers
2. gestures
3. eye contact
4. physical proximity

Front 36

Identify key pragmatic features
of various discourse setting

Back 36

1. Classroom
2. social event
3. store
4. different types of correspondence

Front 37

What are 4 cognitive processes involved in synthesizing and internalizing language rules?

Back 37

1. Memorization
2. Categorization
3. Overgeneralization
4. Metacognition

Front 38

What are 8 EXTERNAL Elements of culture?

Back 38

clothing, food, music/dance, arts/literature, government, language, shelter, religion

Front 39

What are the 11 INTERNAL Elements of culture?

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values, customs, beliefs & expectations, rites & rituals, paterns of nonverbal communication, world view, gender roles, social roles & status, patterns of work & leisure, family structure, mores

Front 40

What are 9 PRAGMATIC FEATURES / SOCIOLINGUISTIC FACTORS of Oral & Written Language?

Back 40

1. GESTURES (e.g. peace symbol & using index finger for "come here", pointing, shaking hands, holding hands)
2. FACIAL EXPRESSIONS (lot of smiling in U.S. is considered superficial in other cultures)
3. EYE CONTACT (considered disrespectful in many cultures)
4. PROXEMICS / DISTANCE BETWEEN SPEAKERS (20-24" is comfortable in U.S.)
5. TOUCHING (head patting & touching is considered personal in many cultures)
6. STYLES/REGISTERS (how you speak depends on audience, or formal in England vs. informal in America)
7. DIALECT (variation among speakers of same language: e.g. "I'm stuffed" in Australia means I'm pregnant)
8. FIGURES OF SPEECH/IDIOMS (e.g. "y'all come back now;")
9. SILENCE (in Asia it is a sign of respect)

Front 41

How can you as a teacher promte culturally inclusive learning environments?

Back 41

1. What does your classroom look like? NOT seperated by culture
2. What do the STUDENTS DO? Students share about their culture - they help other students to feel what their culture is like...
3. What does the TEACHER DO? builds an inclusive environment - sharing ones own beleifs and having the students share their own beliefs - without judgment and ZERO tolerance for making fun of anothers culture or belief system...

Front 42

What are 10 reasos why address issues of culture in the Classroom? Card 1 of 2

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1. To create an inclusive, supportive, cooperative classroom/school culture in which no feels like an outsider
2. This is important in order to lower students' "affective filters" which allow students to learn more effectively
3. To effectively teach diverse students...
4. To allow students to see people like themselves reflected positively - to improve self-esteem and respect for differences...
5. To acculturate students to the expectations of the classroom - at the same time valuing and respecting students' home culture...

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What are 10 reasos why address issues of culture in the Classroom? Card 2 of 2

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6. To prepare students to live in a global community and to work effectiviely in a multicultural workplace...
7. To help students become "bicultural" a good thing! - to adapt effectively to living in more than one culture world without feeling like they have to assiliate and give up their own identity. Assimilation by young people can create value conflicts and alienation in families.
8. To help students become more comforable with ambiguity - that different does not mean wrong, just different!
9. To train students to view issues and history from multiple perspectives - to look at the world through others' eyes!
10. To address biases, stereotypes and discrimination to create an anti-bias school and classroom culture

Front 44

Students who use Conventional Spelling will do the following?

Back 44

1. Understand how to apply prefixes and suffixes, contractions, plurals, and verb markers to words.
2. Understanding compound words, homophones, and homographs, silent consonants, silent vowels, and doubled consonants
3. Will recognize when a word is spelled wrong consider alternate spellings for the same or similar sounds.
4. Will apply irregular spelling patterns where appropriate.
5. Their percentage of correctly spelled words is high.

Front 45

Phases of Acculturation 1

Back 45

1 Honeymoon Stage -
EMOTIONS: exhilaration, excitement, hopefulness
PSYCHOLOGICAL: open receptivity, naïveté, fragile feeling
HELP: clear communication, connection with others, understanding, being part of the group, buddy system

Front 46

Phases of Acculturation 2

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2 Culture Shock -
EMOTIONS: bewilderment, discouragement,
depression, confusion
PSYCHOLOGICAL: lower self-esteem, introversion, doubt, anger
HELP: Same as honeymoon + honoring & acceptance

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Phases of Acculturation 3

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3 Adjustment/Adaptation -
EMOTIONS: understanding an new appreciation of the new culture,.. Acceptance of differences between the old and new culture...
PSYCHOLOGICAL: new awareness; increasesd self-esteem
HELP: Same as other phases + patience & support

Front 48

Phases of Acculturation 4

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4 Acceptance -
EMOTIONS: identification with the new culture...
PSYCHOLOGICAL: higher self-esteem; higher energy
HELP: same as other phases + becoming a buddy to help others