Ctel - Module 1

Front 1

What 3 things make up LANGUAGE?

Back 1

1. FUNCTION - Discourse (speaking & writing)) & Pragmatics (verbal & non-verbal)
2. STRUCTURE - Phonology, Morphology, Semantics, & Syntax
3. VARIATION - Styles/Registers (depend on the context & purpose)

Front 2

What is PHONOLOGY?

Back 2

The way in which speech sounds form patterns; the study of the "sound system" of a language; comprised of phonemes, intonation patterns, stress, & modulation

Front 3

What is a phoneme?

Back 3

It is the smallest unit of sound that is used to make up a language; e.g. "Cat" has 3 phonemes c-a-t

Front 4

What are INTONATION PATTERNS?

Back 4

Variations in the the pronunciation of phrases or sentences that follow certain patterns; e.g. changes in the "pitch" of the voice, length & speech "rhythm"; changes in pitch can change the meaning of a sentence (e.g. "You are going to school! or ?)

Front 5

What is MODULATION?

Back 5

The process that words, phrases & sentences go through to change the "tonal center" from one place to another; its helps give language structure, direction & variety (e.g. narrative vs. poetry vs. rap)

Front 6

What 4 Sub-systems of language determine MEANING?

Back 6

1. PHONOLOGY - putting sounds together to make words
2. MORPHOLOGY - meaning of units (words)
3. SYNTAX - structure of sentences
4. SEMANTICS - meanings of individual words, phrases & sentences

Front 7

What is MORPHOLOGY?

Back 7

MORPHOLOGY is the study of the meaning of units in a language.

Front 8

What is a MORPHEME?

How are morphemes related to a Roots,Affix's, Compound Words, Inflectional endings & Cognates?

Back 8

A MORPHEME is the smallest unit (in the word) in the building blocks of meaning. (e.g. dog = 1 morpheme; dogs = 2 morphemes)
ROOT - base of a word
AFFIX - prefix or suffix (e.g. re-construct-ed)
COMPOUND WORD - word made of 2 free morphemes (e.g. butterfly); aka "lexical morphemes
INFLECTIONAL ENDINGS: 8 suffixes: -s,-es, -'s, -ing, -ed, -en, -er, -est
COGNATES - words in related languages from the same ancestral root (e.g. "father" and "pater" in Latin)

Front 9

How can MORPHOLOGY inhibit communication?

Back 9

Irregularites in English language are difficult for ELs (e.g. plural of "mouse" is "mice;" therefore, it is important to teach exceptions to the rules

Front 10

How can PHONOLOGY inhibit communication?

Back 10

When a student's primary language sound system differs from the English sound sytems, it is difficult to transfer what is not in their sound system and meaning can change when they are speaking & making different sounds to a word

Front 11

What is SYNTAX?

What are the 2 SYNTACTIC CLASSES?

What are SYNTACTIC RULES?

Back 11

SYNTAX is the study of the structure of sentences and the rules that govern the correctness of a sentence (e.g. "beautiful girl" vs. "chica bonita")

SYNTACTIC CLASSES: nouns & prepositions (link pronouns & nouns)

SYNTACTIC RULES are the pattern relations that govern the way the words in a sentence come together.

Front 12

What is the implication of SYNTACTIC RULES?

Back 12

Students need to be exposed to different SENTENCE PATTERNS, from simple to complex in oral & written form in order to acquire the patterns; this is for higher level ELs

Front 13

What is SEMANTICS?

What are 4 DIFFICULTIES with semantics?

Back 13

SEMANTICS is the study of meanings of individual words & of larger units such as phrases & sentences.

4 Difficulties w/ Semantics:
1. Multiple Meanings (e.g. tire)
2. False Cognates (e.g. words that sound the same in different languages, but have different meanings--embarrassed & embarasado [pregnant]
3. Idioms - e.g. "It's raining cats & dogs"
4. Language Ambiguities - words, phrases or sentences that have multiple meanings

Front 14

What are some of the difficulties with SEMANTICS for ELs?

Back 14

1. Transfer issues
2. Cultural reflection in primary language (e.g. concept of time)
3. Understanding that there are "universals" in all languages

Front 15

What are 4 SOCIAL FUNCTIONS of language?

Back 15

1. To amuse
2. To inform
3. To control - e.g. command
4. To persuade

Front 16

What are 7 ACADEMIC FUNCTIONS of language (across ALL content areas)?

Back 16

NOTE: Each of these need to be EXPLICITLY taught to ELs (i.e. when to use each one)

1. Describing
2. Defining
3. Explaining
4. Comparing/Contrasting
5. Analyzing
6. Predicting
7. Persuading

Front 17

Why does LANGUAGE VARIATION occur?

What are 4 types of LANGUAGE VARIATION?

Back 17

Language variation occurs because of time, travel & economics/war.

4 Types of Language Variation:
1. DIALECTS - differs in linguistic features (pronunciation, vocabulary)
2. HISTORICAL VARIATION - language changes across time & context
3. SOCIAL LANGUAGE - e.g. playground
4. ACADEMIC LANGUAGE - content specific

Front 18

What are 7 factors that influence a speaker's or writer's LANGUAGE VARIATION (e.g. social vs. academic)

Back 18

1. Purpose of language (e.g. to persuade, infom, entertain...)
2. Age
3. Gender
4. Culture
5. Education level
6. Socioeconomic Status
7. Vocation

Front 19

What are some way to promote COMMUNICATIVE COMPETENCE in social & academic settings?

Back 19

Start with SPOKEN (oral)and then move to WRITTEN.

SPOKEN: use sentence frames, more informal, more idiomatic expressions; (strategies: ask for clarification, paraphrase)

WRITTEN: use less idioms, more formal, more linear, (Strategies: Syntax, 5 paragraph essay)

SPOKEN & WRITTEN: guided by topic, theme or idea; (Strategies: formal & informal, transistional words)

Front 20

What are 4 things to consider when analyzing text (e.g. selecting textbooks)

Back 20

1. Level of difficulty
2. Language structures
3. Writing style
4. Complexity of syntax

Front 21

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

Back 21

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 22

What are 9 Pragmatic Features of Oral & Written Language?

Back 22

1.GESTURES (e.g. peace symbol & using index finger for "come here")
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 comforatble in U.S.)
5. TOUCHING (head patting & touching is considered personal in many cultures)
6. STYLES/REGISTERS (how you speak depends on audience)
7. DIALECT (variation among speakers of same language: e.g. "I'm stuffed" in Australia mreans 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 23

What are 5 factors that affect a speaker's or writer's choice of PRAGMATIC FEATURES?

Back 23

1. CULTURAL NORMS
2. SOCIAL: what gestures are appropriate-hug,smile,wave...
3. SETTING: formal vs. informal style
4. GOALS: direct [lecture] vs. indirect [role-playing]style)
5. PURPOSE: oral vs. written
6. SUBJECT MATTER: Informal (P.E.) vs. Formal (Math)

Front 24

In evaluating an ELD program, what are 6 things that should be taught?

Back 24

1. Language Systems (forml & informal)
2. Social Language
3. Academic Language
4. Oral Discourse
5. Written Discourse
6. Social-Linguistic Competence

Front 25

What are 2 CONTEMPORARY THEORIES about how language is learned?

Back 25

l. CONSTRUCTIVISM: Vygotsky's theory that we all construct our own perspective of the world based on individual experience; we can only learn from a "more capable peer" (student or teacher) what is in our "zone of proximal development" (ZPD)
2. COGNITIVISM: Gross' theory that knowledge is viewed as symbolic mental constructions in our minds & learning is the process of committing these symbolic representations to memory

Front 26

What are 2 theories based on COGNITIVISM?

Back 26

1. METACOGNITION: learning occurs through the process of cognitive operations (e.g. being aware of what you're learning, reflect on how you learn best...)
2. COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH (CALLA): explicit teaching of learning strategies within academic subject areas

Front 27

What are 4 theories based on CONSTRUCTIVISM?

Back 27

1. SOCIAL INERACTIONIST: learning is social & you learn by interacting & communicating with others
2. SOCIAL-CULTURAL: learning requires specific cultural/language knowlege
3. INTERACTIONIST: one of the most significant mode of discourse is conversation & thus ELs need to learn the rules that govern conversation
4. INTERLANGUAGE: ELs learn an intermediate language between their native language & their 2nd language (e.g. Spanglish); they are constantly progressing toward increased proficiency

Front 28

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

Back 28

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 29

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

Back 29

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 30

Which 2nd language proficiency levels are considred BICS & which are considered CALPS?

Back 30

BICS: level 1 (beginning), level 2 (Early Intermediate) & level 3 (Intermediate)

CALPS: level 4 (Early Advanced) & level 5 (Advanced)

NOTE: Many ELs get stuck at level 3 and therefore learn BICs, but not CALPs!

Front 31

What are KRASHEN'S 5 HYPOTHESES?

Back 31

1. ACQUISITION-LEARNING: learning a 2nd language s/b like aquiring a 1st lang. & thus it is NOT impt. to learn the rules of the lang. or to be corrected
2. MONITOR: when learning a new lang., we develop a monitor or editor that checks for accuracy b4 communicating
3. NATURAL ORDER: we acquire grammatical structures in a fairly predictable order, but we cannot teach to that order
4. INPUT: lang. is acquired when we understand messages; lang. must contain "comprehensible input"; i + 1 (i=current competence level)
5. AFFECTIVE FILTER: impt. to reduce anxiety in order to inc. motivation & self-confidence

Front 32

Why is KRASHEN'S MONITOR MODEL important?

Back 32

Even though it has been extremely criticized, it provided the theoretical base for the NATUAL APPROACH to leanring. e.g. students will learn some lang. unconsciously & will need rules for some parts; ELs go through a predicatable order in lang. development; a "natural," lang. rich environ. facilitates lang. development; teachers need to use a variety of techniques & modalities, including visual & kinesthetic; a non-threatening & encouraging environ. promotes lerning & raises self-esteem

Front 33

Describe CUMMIN'S THEORIES OF BINIGUALISM & COGNITION (e.g. BICS, CALP, SUP, & CUP)

Back 33

Cummins believes in CUP--not SUP:
- CUP: "Common Underlying Proficiency" - competence in L1 provide a basis for competence in L2
- SUP: "Separate Underlying Proficiency" - proficiency in L1 does NOT transfer to L2
-BICS: "Basic Interpersonal Communication Skills" are CONTEXT EMBEDDED bec. the situation provides cues for further understanding
-CALP: "Cognitive Academic Language Proficiency" is CONTEXT REDUCED bec. there are few concrete cues that assist in comprehension; CALPs involves the 5Cs (communication, conceptualization, critical thinking, context & culture)

Front 34

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

Back 34

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 35

What are 3 goals for teaching LANGUAGE MINORITY STUDENTS?

Back 35

1. English proficiency
2. Academic achievement
3. Positive self-conceft

Front 36

What are 5 characteristics of BICS?

Back 36

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

Front 37

What are 5 skills taught in CALPS?

Back 37

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

Front 38

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

Back 38

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 39

Whar are 3 PSYCHOLOGICAL FACTORS that influence intstruction?

Back 39

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 40

What are SOCIOCULTURAL FACTORS that influence instruction?

Back 40

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