Ell Session Iii Flashcards

Front 1

When a learner uses a correct grammar structure too many times, in inappropriate cases.

Back 1

Overgeneralization

Front 2

When a learner reduces a more complex grammar structure to a simpler one.

Back 2

Simplification

Front 3

Study of the meaning of words and how words communicate meaning

Back 3

Semantics

Front 4

An idea or feeling that a word invokes in addition to its literal of primary meaning

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Connotation

Front 5

The ways that the meanings of words are related to one another.

Ex: Fork and knife are semantically related in that they both belong to the supercategory utensils.

Ex: Shocked and astonished are semantically related, as they are synonyms with slightly different connotations and usages

Back 5

Semantic Relationships

Semantic Categories

Front 6

The situation in which a word is used. Context often determines semantics / the meaning of words.

Ex: "conduct" could mean to behave or to be able to carry a current of electricity.

Back 6

Context

Front 7

Study of language dynamics. Study of how language works in real communicative situations.

Ex: gestures, turn-taking, eye contact, pitch, stress,
inflection,

Back 7

Pragmatics

Front 8

The study of how social conditions influence language

Ex: dialects and their social connotations, registers, discourse

Back 8

Sociolinguistics

Front 9

The variant of a language that a particular group of people (a class, an ethnic group, etc.) speaks. A dialect can vary from the standard in grammar, vocabulary, sentence structure, pronunciation, etc.

Back 9

Dialect

Front 10

A variety of language that is spoken for a particular purpose, in a particular setting, or to a particular audience.

Ex: the 'jargon' of any particular trade ("CPT," "DFR," "UMPR2," "CAT," etc. are all lexemes from the BPCPS faculty's professional register)

Back 10

Register

Front 11

Spoken or written exchanges of language centered around a certain theme, topic, or purpose.

Ex: conversations, talking to a clerk at a store, what a doctor says to her patients.

Back 11

Discourse

Front 12

When a speaker changes the language they are using during discourse. Many sociolinguistic theorists study the social implications of code-switching.

Back 12

Code-switching

Front 13

Wrote foundational theories of sociolinguistics. His work focused on dialects, especially AAVE (African American Vernacular English) / ebonics. He argued that dialects have their own rules, vocabularies, etc. and should be respected in their own right.

Back 13

Labov Sociolinguistic Theory

Front 14

The range of Fishman's work is quite broad; however, it centers around how social dynamics affect language and how language forms group identity.

Back 14

Fishman Sociolinguistic Theory

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Formulated the theory of communicative competence

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Hymes Sociolinguistic Theory

Front 16

The idea that linguistic compentence in a particular language does not come only from knowledge of correct forms and correct semantics but from knowledge of when and where to use these in the context of discourse.

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Communicative Competence

Front 17

Language is a part of social class. Your class determines the language you speak.

Distinguished "restricted code" from "elaborated code" and found that middle class people were more likely to have a robust elaboarted code.

Back 17

Bernstein Sociolinguistic Theory

Front 18

Bernstein's term for the language you use with people who are like you, people within your social class.

It is restricted because you share the same background knowledge, ideas, beliefs, and language forms.

Back 18

Restricted Code

Front 19

Bernstein's term for the language you use with people who are not like you, people outside of your social class.

It is elaborate because you do not share the same ideas and beliefs and must rely on more robust language to communicate your meaning.

Back 19

Elaborated Code

Front 20

Proponent of Transitional Bilingual Education (TBE) in which academic acheivement happens in 2 languages

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Lambert (ELE Program Theorist)

Front 21

(TBE) An English Language Education program in which students are taught in 2 languages. The ratio of the

Back 21

Transitional Bilingual Education

Front 22

(SEI) Required ELL support program in Massachusetts for ELLs designated LEP. Two-pronged program that inclues ESL / ELD (direct English language instruction) and sheltered English content instruction.

Back 22

Sheltered English Immersion

Front 23

Limited English Proficiency

Students who are legally required to be entered into an ELL support program in MA. (Parents may later opt-out.)

Back 23

LEP

Front 24

English Language Education.

The programs that support English Language Learners (ELLs) to acquire a new language and achieve academically.

Back 24

ELE

Front 25

English Language Learner.

A person who is learning English as a second language.

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ELL

Front 26

Proponent of Late Exit Bilingual programs, in which students continue to have some instruction in L1 even after they have achieved fluency in L2. He argues that about 40% of instruction should continue in L1)

Opponent of SEI education.

Back 26

Ramirez (ELE Program Theorist)

Front 27

Proponent of Early Exit Bilingual programs, in which there is only limited initial instruction in L1 but instruction in L1 is phased out rapidly for 100% of instruction in L2.

Oponent of SEI education.

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Gersten (ELE Program Theorist)

Front 28

Students who speak different L1s can all be put together in the same SEI classroom. Teachers rely on methods other than L1 (visuals, realia, aids, gestures) to teach content.

Proponents of SEI over bilingual education.

Back 28

Rossell & Baker (ELE Program Theorists)

Front 29

Second language learning pedagogical theory formulated by Terrell and Krashen.

Teachers should not artificially spell out how the second language functions but should provide students at all levels with comprehensible input (be it with aids/cues, visuals, etc.) so that the student progresses naturally from understanding and communicating words and phrases to fluency.

Back 29

The Natural Approach

Front 30

(CLT) A student-centered language learning approach in which students are prompted to use language naturally in a variety of contexts. The focus is on communicating meaning fluently not on accuracy or correctness of statements. Focus on metacognitive language strategies.

Ex: role play, interviews, conversation (not grammar activities)

Back 30

Communicative Language Teaching

Front 31

(CBI) An approach to language learning that integrates direct English language instruction into the learning of all content in all classes.

Back 31

Integrated Language TeachingContent Based Instruction

Front 32

Content teachers adapt the language of their classes to the level of their ELLs. The focus is not on integrating language learning into content learning but rather using the language skills and proficiency level the student has to foster academic growth in a content area.

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Sheltered Content Teaching

Front 33

(TPR) Developed by the psychologist James.

Aimed at low proficiency and typically younger) students in the early stages of acquisition. Students respond physically to very basic and comprehensible input from the teacher.

Ex: (Students jump when they hear the word "jump" in a simple story)

Back 33

Total Physical Response