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29 Cards in this Set
- Front
- Back
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proficiency test: |
measures current language proficiency, regardless of any prior training |
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achievement test: |
measures how successful a student is in achieving course objectives |
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diagnostic test: |
identify strengths and weaknesses |
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objective vs subjective testing: |
objective: measurable parts subjective: discretion of scorer |
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language achievement tests: |
measure language sub-skills such as reading comprehension, parts of speech, etc. |
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diagnostic language tests: |
assess individual strengths and weaknesses in languages |
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INFORMAL ASSESSMENT examples (4) |
portfolios conferences/interviews journals text retelling |
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TELPAS (texas english language proficiency assessment system) |
tests listening, speaking, reading, and writing in accordance with No Child Left Behind (NCLB) |
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reading proficiency tests in english (RPTE) is given to _______ students in grades _______ |
LEP 3-12 |
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ELLs listening development vs speaking development: |
ELLs often understand more vocabulary and syntax than they show in speaking |
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monitor hypothesis: |
language learning influences language acquisition, students monitor their own communication |
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TOP-DOWN approach to language learning: |
begins with practical communication, then later incorporates grammar, vocabulary, and phonemic awareness |
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stages of ELL language development (5) |
1 pre-production (silent) 2. early production 3. speech emergence 4. intermediate fluency 5. advanced fluency |
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pre-production (stage 1) words known____ features_______ |
up to 500 silent, mostly uses pointing and gestures |
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early production (stage 2) words known_____ features_____ |
up to 1000 speaks in 1 or 2 word phrases |
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speech emergence (stage 3) words known_____ features_____ |
3,000 simple sentences, phrases |
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intermediate fluency (stage 4) words known______ features____ |
6,000 begin to use more complex sentences |
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advanced fluency (stage 5) |
can speak nearly as well as native speakers |
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what factor best determines how quickly a student will learn english? |
their vocabulary and and grammar skills in their first language. |
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cognitive academic language learning approach (CALLA) |
use content-area instruction to help teach language instruction |
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bilingual syntax measure (BSM) |
measures a student's proficiency in both their native language and english |
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what is the LEAST effective form of bilingual education? |
bilingual pullout, students receiving isolated english instruction |
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cognitive and academic growth in L2 is dependent upon what? |
a student's previous development of CALP in L1 |
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how do special education laws apply to LEPs? |
LEP students have challenges in communication, and are therefore eligible for accommodations under special ed laws |
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how long does the silent/receptive stage usually last? how many english words does the student know? |
6 months less than 500 |
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Krashen's affective filter hypothesis says that L2 acquisition can be helped or harmed by: |
their positive or negative emotional comfort in L2 |
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communicative competence: |
ability to use syntax, morphology, phonology, semantics in conversation |
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how to develop competency with students who have little knowledge of english: (beginners) |
realia, gestures, enactments |
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what is purpose of having students keep a dialogue journal? |
teacher can write comments and questions, modeling correct english usage |
