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19 Cards in this Set
- Front
- Back
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What is BIC stand for and what does it mean?
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stands for "Basic Interpersonal Communication Skills" - language skills needed for social situations.
Jim cummins differentiated between Social and Academic language acquisition. Social interactions are usually context embedded. they occur in a meaningful social context. usually develop within 6 months to 2 years. |
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what is a problem with BIC?
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Problems arise when people/teachers think that a child is proficient with the language when they demonstrate good social skills
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What is Scaffolding?
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refers to the idea that specialized instructional supports need to be in place in order to best facilitate learning when students are first introduced to a new subject
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what is Affective Filter?
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The presence of the affective filter explains how two students can receive the same comprehensible input, yet one makes progress while the other does not. One is “open to the input while the other is not. If we spark interest, and increase the learner’s self-esteem, the blockage can be reduced.
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What is inner speech?
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inner speech, by which the child mediates and regulates her activity through her thoughts which in turn are mediated by the semiotics (the meaningful signs) of inner speech. This is not to say that thinking cannot take place without language, but rather that it is mediated by it and thus develops to a much higher level of sophistication.
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CALP
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Cognitive Academic Language Proficiency
Refers to the formal academic learning. Ex: reading, listening, speaking, and writing about subject area content material This level of learning language is essential for students to succeed in school ~ 5-7 years….includes learning skills such as comparing, classifying, synthesizing, evaluating, and inferring. |
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ZPD
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Vygotsky’s term for the range of tasks that are too difficult for the child to master alone but that can be learned with guidance and assistance of adults or more-skilled children. The lower limit of ZPD is the level of skill reached by the child working independently. The upper limit is the level of additional responsibility the child can accept with the assistance of an able instructor. The ZPD captures the child’s cognitive skills that are in the process of maturing and can be accomplished only with the assistance of a more-skilled person.
Vygotsky (1978) maintained the child follows the adult's example and gradually develops the ability to do certain tasks without help or assistance. He called the difference between what a child can do with help and what he or she can do without guidance the "zone of proximal development" (ZPD). |
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Social construction of knowledge
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In any learning context the relationships between the social, the cultural and the historical aspects inherent in forms of communication combine to influence not just what is learned but also how it is learned (Vygotsky, 1962; Wink & Putney, 2002; Moll, 2002). In a social constructionist learning context, expertise is shared in order to negotiate and construct meaning. The learner brings prior knowledge and combines it with new knowledge through his or her interaction with others. Knowledge is co-constructed
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Scaffolding
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refers to the idea that specialized instructional supports need to be in place in order to best facilitate learning when students are first introduced to a new subject.
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Comprehensible Input
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Development of second language can develop without formal instruction and study. Language isn’t “soaked up”. The learner must understand the message that is conveyed. It is a hypothesis proposed by Krashen. He says that they should acquire language by hearing, and understanding messages that are slightly above their English level = Comprehensible input + 1
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Comprehensible Output
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learners need opportunities to practice language at their level of English language competency. This practice with English-speaking peers is called Comprehensible Output. Cooperative learning groups are one way for new learners of English to receive plenty of understandable input and output
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Explicit Instruction
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Explicit teaching involves directing student attention toward specific learning in a highly structured environment. It is teaching that is focused on producing specific learning outcomes.
Topics and contents are broken down into small parts and taught individually. It involves explanation, demonstration and practise. Children are provided with guidance and structured frameworks. Topics are taught in a logical order and directed by the teacher |
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Metalanguage
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A language or vocabulary used to describe or analyze language.
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Bicultural
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Of or relating to two distinct cultures in one nation or geographic region
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Mode
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Mode refers to the channel of communication. Mode answers the questions: "What is the language doing?" Examining the material once more, we look more closely at the language itself. We describe the code (language) used—e.g., English, Korean, Spanish, sign language, or mixed codes. We describe the means (sometimes called the channel of communication): whether the communication is spoken or written, whether the site presents graphics or images, and whether there is a combination of these semiotic systems
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Tenor
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Tenor refers to the roles of the participants in an interaction. Tenor answers the question: "Who are participating and what is their relative status or power how students interact with one another and with teachers or others who are collaborating.
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Field
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Field refers to the subject matter or topic. Field answers the question: "What is happening?" "What is the activity?" "What is the text/multimedia about?" We examine a language/literacy project on the web to find out its content and aims. The description of the content should be clear and detailed enough to give readers a sense that they have explored the site themselves. At this juncture we can begin to suggest how the content affects the vocabulary used
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Mode
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Mode refers to the channel of communication. Mode answers the questions: "What is the language doing?" Examining the material once more, we look more closely at the language itself. We describe the code (language) used—e.g., English, Korean, Spanish, sign language, or mixed codes. We describe the means (sometimes called the channel of communication): whether the communication is spoken or written, whether the site presents graphics or images, and whether there is a combination of these semiotic systems.
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Register
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a variety of a language used for a particular purpose or in a particular social setting.
One way is to look at the relationship between language forms and the features of the context. We call this relationship 'linguistic register.' The descriptive categories we use are Field, Tenor, and Mode. the relationship between the language (of users and on the web site) and the context of its use. This is known as linguistic register |
