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187 Cards in this Set

  • Front
  • Back
Languages used during the colonial period
English, German, French, Dutch, Swedish, Welsh.
Why the constitution doesn't mention an official language for the country.
Due the linguistic diversity of its citizens.
Whose responsible to manage language and educational issues
State legislatures
Languages used for Instruction in the U.S. in the 1600-1800 period.
German, Swedish, norwegian, Danish, Polish, Italian, Dutch, French, Czech.
Dual language education
Appeared in the second half of the 19th century in large cities like Baltimore, Cleveland, Indianapolis and St. Louis.
English-Only Instruction
Immigrants were expected to americanize and learn english. In 1919 15 states called for english-only instruction.
"Sink or swim" approach
Under the English-only era, ELLS were submersed in English without any support in the native language, resulting in academic failure.
English as a second Language (ESL)
Developed as a field of study at the University of Michigan.
Teachers of English to speakers of other languages (TESOL)
Founded in 1966 to improve methods and strategies to teach English.
"The use of vernacular language in education"
Document published by the UN in 1953, provided the foundation for the rebirth of dual language instruction in the U.S.
Effects of the Cuban Revolution in the bilingual education programs in the U.S.
The Cuban revolution caused a mass exodus of cubans to the U.S. The government sponsored the creation of the first dual language program. Model that would be copied by other states, like Texas.
The civic right act of 1964
Specifically prohibits institutions receiving federal funding to discriminate on the grounds of race, color or national origin. this would be the basis to support dual language education for minority students.
Elementary and Secondary Education Act. (ESEA)
Title I: Helped children from low socioeconomic backgrounds.
Title VII: The bilingual education act, provided funding for programs to address the needs of ELL.
No child left behind (NCLB) act
Replaced the ESEA in 2001
title I: requires for teachers od underprivileged to be highly qualified.
NCLB English language acquisition, language enhancement ad academic achievement act (Title III)
Nave given to the ESEA Title VII Bilingual education act under the NCLB act.
Promotes English language development but allows local flexibility in the implementation of programs.
NCLB Act key provisions:
Consolidated services and funding for language minority students with the emergency immigrant education program
NCLB Act key provisions:
Local education agencies are held responsible for the english language growth in ELLs.
NCLB Act key provisions:
Provides funds according to the number of ELLs and immigrant students.
NCLB Act key provisions:
Recognizes the importance of parents role in education. Parents an agree or disagree with teachers decisions.
NCLB Act key provisions:
95% of the funding provided must go to ELLs direct instruction
NCLB Act key provisions:
English testing is mandatory for students that have attended school in the U.S. for three consecutive years.
NCLB Act key provisions:
Demands accountability from school districts regarding instruction to ELLs. If the entity fails to prove progress of students, it might loose its funding.
Serna -vs- Portales
in 1972 Federal Court mandated that the school district of Portales NM implemented a bilingual-bicultural curriculum.
In 1974, after an appeal from the Portales SD the court upheld the decision.
Lau -vs- Nichols
In 1974 initiated a class action suit against the San Francisco United school district that wasn't providing adequate education to chinese speaking students. Court found in favor with the plaintiffs and the San Francisco SD agreed to provide bilingual-bicultural education.
Rios -VS- Reed
Its ruling in favor of the plaintiff recognized the need to provide meaningful education while accomplishing the language goal. This ruling called for L1 education while achieving proficiency; foundation of many bilingual education programs founded later in the 1980 and beyond.
Castañeda Vs Pickard 1981
The district of Raymondville, Texas was charged with violating the Equal educational opportunities act (EEOA). The court mandated three step process to develop queality bilingual programs.
The US VS The State of Texas 1981-1982
US district judge ordered the state of Texas to offer bilingual education for Mexican American students from kindergarden to grade 12.
Plyer VS Doe 1982
Guarantees the righst of undocumented immigrants to free public education. Public schools are prohibited from denying children of undocumented workers admission to school.
Title VI of the Civil Rights act of 1964
Prohibits discrimination on the basis of race, color or national origin in any program receiving federal funding.
Office for civil rights memorandun of 1970
Requires districts to address the educational needs of language minority students. Also prohibited the use of data relying in language as the key reason for assigning students to Special Ed programs.
Equal Educational Opportunities Act of 1974
The EEOA prohibits states receiving federal funding from denying equal educational opportunity to people based on race, color, sex or national origin.
Lau remedies 1975
Describe the process for identification and evaluation of students in bilingual education programs. Madate bilingual ed for elementary schools and ESL for older students.
English only movement 1981
Senator S.I. Hayakawa of california initiated a campaign to declare English the official language of the US and to eliminate Bilingual ed. Currently 24 states have passed legislation banning dual language instruction.
English Plus movement 1985
Founded by the League of United Latin American Citizens (LULAC) and the Spanish American League against discrimination (SALAD) as a reaction against the English only movement.
Bilingual Education History 1918
Texas instituted the English only rule in education.
Bilingual Education History 1920
Schools in southern Texas bagan offering home-based reading and writing instruction in Spanish. The Escuelitas program was active intil the 1960's
Bilingual Education History 1964
The Laredo School district became the first in Texas to offer bilingual education programs for Mexican American children.
Bilingual Education History 1969
The Texas legislature ended the English-only legislation by enacting the HB 103. Allowing bilingual ed thorugh grade 6th.
Bilingual Education History 1973
19 schools in Texas received Title VII (ESEA 1965) to implement bilingual education programs.
Bilingual Education History 1973
SB 121 establishment of the first bilingual education and training act. Grades 1-6th grades only.
Bilingual Education History 1981
Expanded bilingual programs from kindergarden to grade 12.
Chapter 80 Commissioner's rules
Provide a detailed interpretation of bilingual education and special language programs.
Home language Survey
It helps to classify students. It contains two questions:
A. What language is spoken in your home most of the time?
B. What language does your child speaks most of the time.
Screening for admission to the program.
Students from Kinder to grade 2 are tested using an oral language proficiency test.
Students grade 3-12 can take the Texas assessment of knowledge test (TAKS)
Testing for reclassification as a fluent English speaker
To be reclassified students must demonstrate Oral and written proficiency by passing the appropriate language proficiency tests and one of the following:
A score of 70% or above of reading and writing in the TAKS
Scoring at the 40th percentile on the reading and english language arts sections of the state approved norm-reference test.
Two -year monitoring services
After being reclassified, a student is monitored for 2 years. If the students is having trouble it can be re-assigned to a bilingual/ESL program.
Language proficiency assessment committee.
Is composed by at least one administrator, teachers and a parent representative. the committee regulates admission, treatment, dismissal and follow up services in the bilingual program.
Canada
Bilingual, French and English
Belgium
Flemish,French and German
Finland
Finnish and Sweddish
Ireland
english and gaelic
Israel
English and hebrew
Singapore
Chinese, Malay, Tamil and English
South Africa
Afrikaans and English
Switzerland
German, French, Romansh, and italian.
Early-exit transitional bilingual educational program
Its main goal is to mainstream students as quickly as possible. Offers literacy in lL kindergarden through 2nd grade. Students are transitioned in 3-4th grade.
Late dual language programs
This programs offer four or more years of treatment.
Late dual language programs: developmental bilingual education.
Children with a common language are placed in a program where they are encouraged to maintain their native language and add english, to be proficient in both languages.
Late dual language programs: two-way language immersion.
Promotes the maintenance of both languages. It mixes native and minority students and promote the learning from each other.
Program implementation: by content
Some of the content is delivered in L1 and some in L2. Teachers are organized in one of two ways: two teachers or single teacher (alternates language)
Program implementation: by time percentages
balanced program: 50/50 model delivers equal instruction time in L1 and L2.
Program implementation: by time percentages
Minority/majority: 80/20 or 90/10 models. the largest portion of the instruction is given in L1. The amount of instruction in the majority language increases to reach 50/50
Program implementation: by time percentages
Combination program: Combines native language instruction with dual language. Students in this approach are homogeneously grouped by their native language for a portion of the day to receive native literacy instruction.
Program Organization:
Ir can be either half day bilingual program or one day alternating bilingual program.
Canadian immersion program
Language minority students are immersed in the second language (french). english language support is provided in the community and in the home.
ESL
Is a component of bilingual education in programs in the elementary classroom. Students receive at least 45 minutes of ESL instruction.
ESL Pullout system
Students spend most of the day in mainstream classes and they are pulled out for 1-2 periods to receive english instruction.
Structured English immersion
In a self-contained classroom ELLs receive instruction in english with the use of sheltered instruction. children learn content and language concurrently.
Sheltered English or ESL Content
Teachers uses hands-on activities, concrete objects, simplified speech and physical activities to teach concept development in the content areas.
Newcomer centers
Address the needs of recent immigrants.
AIR study
Compared the performance of ELLs (spanish speakers) in bilingual ed programs with latino students in the all-english program.
Ramirez study
A study that compared the effectiveness of three program models: early exit (TBE), late-exit (developmental TBE) and structured english immersion. Proving that the late exit students were outperforming students in the immersion programs.
Thomas and Collier study
Compared the three models of bilingual education and proved that delivering complex contents in L1 and L2 have an impact in ELLs achievement and 2 way bilingual students outperform those student schooled monolingually.
Accelerated learning
Its purpose is to enhance learning among students in at-risk situations to allow them to catch up academically, it relies on enrichment strategies.
Critical pedagogy
Guides students to identify real-life problems, reflect, gather info, share with peers and find solutions. It allows student to become learners and participants in their own reality.
Reciprocal teaching
strategy used in Bilingual Ed to engage in a dialogue about class contents using the next strategies: summarizing, question generating, clarifying, predicting.
Preview-review approach
the teacher introduces the content in a language and presents the body of the lesson in a second language. the teacher provides an overview and technical vocabulary before starting to use the second language.
Concurrent approach
It a bilingual ed strategy in which both languages are used to deliver instruction
Phonology
the study of the sound system of a language
Graphemes
Letters
Phoneme
Basic unit of sound
Diagraphs
Two or more letters repesenting a sound: eg. gh, kn, pn,rh. sc, gn, ght, ps, wr, sch
Morphology
Is the study of the structure of words
Morphemes
Basic unit of meaning: eg CARS
car
s= plural
Derivational morphemes
can change the syntactic classification ex -ly
subconscious
subconciously
Inflectional morphemes
do not change the syntactic classification and typically follow derivational morphemes. All are always used at the end of the word: -ing, -'s, -s, -es, -ed, -en, -er and -est.
Syntax
Describes the organization of words in a sentence.
Lexicon
Vocabulary of a language
Semantics
The meaning system of a language
Denotation
Literal meaning of words
Connotation
implied meaning of words and ideas
Pragmatics
Is the role of context in the interpretation, the hidden rules of communication.
Cognates
Words pronounced and spelled similarly in two languages.
False cognate
A word that resembles a word with a different meaning in L1 eg. Support /soportar
Stages of second language: 1. Reproduction or silent stage
-Communicates with gestures/actions
-Lacks receptive vocabulary
-Prefer to remain silent
- Might experience frustration & anxiety
Stages of second language: 2. Early Speech production
-Increases comprehension
- Expands receptive vocabulary
- Understands language in contextualized situations
Stages of second language: 3. Speech emergence
- communicates in phrases using words with high semantic context: nouns, verbs, adjectives.
-understands more than he/she is able to cummunicate
Stages of second language: 4. intermediate fluency
- communicates using simple sentences
-overgeneralizes bc of intralingual and interlingual interference
-becomes more acculturated, more comfortable @ school
Stages of second language: 5. Advanced stage
Ready to be mainstreamed
Theories of L1 acquisition: behaviorists
Believe children are born with a clean state -tabula rasa- and language is learned by imitation.
Theories of L1 acquisition: Innatists
Believe that children are born with innate abilities for language learning (LAD: language acquisition device)
Theories of L1 acquisition: Interactionists
Emphasize the importance of both nature and nurture as components of language mastery.
Theories of L2 acquisition: Behaviorists
L2 learning process of habit formation through the use of stimulus, response and reinforcement. Developed the audio lingual method, that uses imitation, repetition and reinforcement.
Theories of L2 acquisition: Innatists
Developed a creative construction theory. Acquisition takes place using similar strategies as when L1 was acquired.
Theories of L1 acquisition: Interactionists
Emphasize the way that native speakers deliver comprehensible input and the way they negotiate meaning with Ell's. Eg. teachers should use nonverbal communication ,drawings, modified speech.
Interdependence of L1 and L2
a strong cognitive and academic development in the first language has a positive effect in the acquisition of the second language.
Age and L2 acquisition
Researches believe that there is a critical period to learn a language that goes from ages 2 to puberty. After this period, learners might keep a foreign accent.
Threshold hypothesis
Cummins believes that language learners should arrive at a given academic and literacy level in L1 before attempting to transfer to L2.
Levels of L2 proficiency: Novice
-Communicates minimally with memorized materials
-able to list and respond briefly to question regarding numbers, foods, days of the week, etc.
- Difficulty producing sentences
Levels of L2 proficiency: Intermediate
- combines learned elements and asks and answers and keeps conversation about familiar topics.
- Can be understood by sympathetic learners and listeners.
Levels of L2 proficiency: advanced
-communicates in paragraphs and narrates past, present and future activities.
-Talks about different topics
- Expresses fact, reports accidents and makes comparisons.
Levels of L2 proficiency: superior or advanced fluency
- participates in formal and informal conversations
- supports opinions and hypothesizes
- functions with most native speakers and produces extended discourse.
Personality factors and L2 acquisition: Extroversion
Describes people that are outspoken and seeks contact and negotiate meaning with native speakers.
Personality factors and L2 acquistion: Tolerance for ambiguity
the ability to avoid frustration in instructional situations.
Personality factors and L2 acquistion: Positive self-esteem
Students with a positive self-esteem are risk takers, which also correlates to language learning.
Personality factors and L2 acquistion: impulsiveness vs reflection
Impulsive students might develop L2 faster, but reflective students might develop a more polished form of the language.
Personality factors and L2 acquistion: High anxiety
environment with high stress might impair learning and L2 acquisition.
Other factors and L2 acquisition: Instrumental motivation vs integrative motivation
Instrumental motivation want to acquire the language for an specific task vs integrative motivation that wish to learn in order to socialize and interact.
Other factors influencing L2 acquisition: previous schooling or absence of schooling
Students with strong academic backgrounds are able to transfer academic and language skills to the new language.
Other factors influencing L2 acquisition:socioeconomic background
students with low socioeconomic backgrounds do not receive the verbal, literacy and social stimulus they need to do well in school.
Other factors influencing L2 acquisition: age of initial exposure
students that are exposed to L2 before puberty seem to have advantages over older students to acquire an native-like pronunciation. Older ones have advantages in learning grammar and abstract components of the language.
Other factors influencing L2 acquisition: home and community environment
children living in ethnic enclaves might not get adequate support for L2.
Other factors influencing L2 acquisition: expected time of residence in the country
students that plan to stay might be more motivated that students that know they are going back home.
Pidginization
Occurs when speakers of two different languages come in contact and develop a simple combined form of both languages.
Lingua franca
a common language used for communication in multilingual communities eg. English and Indi are used as lingua francas in India.
Interlanguage
Transitional construction students create in the process of mastering L2. Eg. Spanish speakers might use features of spanish as a foundation for speaking english eg. Estring, Espeak
Language interference
the interference of L1 over the structure of L2. eg lationos use the sound "s" to replace "z" in zoo.
Language transfer
Positive trasnfer occuers when structures of L1 transfer to L2. Eg. Spanish readers can apply their reading skills to english.
Code swtiching
Describes the process of alternating the use of two languages within a sentence or across sentences they can be intrasentencial(changes within the same phrase) or intersentential.(One sentence in L1 another in L2)
Dialects
A mutually intelligible variation of a standard language or official variety. Eg. ebonics, standard american english, etc.
Ebonics
Mix of standard american english and african languages.
Activities to teach standard english
- Rewrite dialectical examples to standard english.
- ask students to write compositions, highlight vernacular expressions and ask them to find a different way in standard english to replace it.
Reading readiness
Dominant reading perspective in the 20th century. Reading was delayed until children had developed their speaking ability and perform certain reading subskills. Age 6.
Emergent literacy
In this perspective, literacy can emerge naturally among children without formal reading instruction.
Stages of reading
- Emerging readers: curiosity for print.
- Early readers: connect words with written representation.
- Newly fluent readers: begin to internalize the cuing and decoding of a language.
Language experience approach
Is an approach to literacy based in the assumption that students experiences need to be used as a bridge to new ideas and concepts.
Big books
Are a key component of the early reading process, contain shor repetitive stories, the size of the letter allow students to follow the story while teachers reads and follows the words.
Sight words
High frequency words introduced to children for easy recognition.
Phonics
Used to guide students to recognize words based in the way they are pronounced.
Bottom up model of reading
Approach for reading that is driven by a process for constructing meaning from letters, words, sentences, paragraphs and whole texts. eg, phonics.
Top down model of reading
Relies on the schemata (prior knowledge) to derive meaning from the print. eg. whole language approach.
Narrative writing
describes events or tells a story.
Expository writing
Explains processes and concepts.
Emerging writers
Understand that writing symbolizes speech.
Early writers
Are developing phonemic awareness and use that knowledge through the stages of spelling.
Newly fluent writers
Consistently use conventional grammar, spelling and punctuation, also can write writing samples that contain a beginning, middle and end.
Word families
Words that have common patterns in english: eg. pack, jack sack, back, lack, etc.
Onset
Refers to the initial consonant or consonant clusters of a syllable.
Onset and Rime
Combination of vowels and consonants that follow and onset. Eg. ump in pump p is the onset and ump the rime.
Journal writing
- Personal journals
- Dialogue journals: use for communication.
-Reflective journals: students reflect on particular content.
- Learning log: summarizes what the student has learned and the difficulties experienced.
Language logic
In english it has a linear fashion, while other languages like spanish, russian, arabic have more digressive nature.
Process writing
- Prewriting
- Drafting: ideas in writing
- Conferencing: with teacher or peers
- Revising: based on conferencing
- Editing: corrects spelling, grammar, punctuation and mechanics.
- Publishing: document is presented.
Formal assessment
- Conducted using formal standardized or norm referenced tests or criterion-referenced tests.
Informal assessment.
Observation
Skills checklist
Portfolio assessment
Conferenciang: teachers and students discuss language development.
- Peer review: involves student in the evaluation process.
- Self assessment: teachers can guide using checklist, inventories, conferences and portfolios.
Formative evaluation
Is informal assessment done during instruction or after instruction.
Summative evaluation
Done after instruction or after grading period and it's used to document mastery and reporting purposes.
Assessment before instruction methods
Teachers can use school records, standarized test scores, norm-references achievement test batteries, percentile rank, National curve equivalent (NCE), grade equivalent score, criterion based and standard based achievement tests (TEKS, TAKS)
Texas Lee (El inventario de lectura en español de Tejas)
Kinder-2 shows proficiency in spanish reading.
Texas proficiency reading inventory (TPRI)
K-2 Equivalent to Tejas Lee but administered in english.
Texas observation protocol (TOP)
K-2 a checklist designed to record the progress of ELLs in english.
En of course examination (EOC)
3-12 Measures the statrwide curriculum of certain high school courses (Algebra I, biology I, english II and U.S. history)
Texas assessment of academic skills (TAKS)
Measure the state wide curriculum.
State developed alternative assessment (SDAA)
Assess special students grade 3-8 who are receiving instruction from the TEKS but for whom the TAKS is inappropriate.
Language proficiency testing
Use to determine and document language dominance or proficiency in L1 and L2.
Reading proficiency test in English (RPTE)
Measures ELLs annual growth in english reading proficiency. grades 3-12
Texas english language proficiency assessment system (TELPAS)
Was designed to comply with the accountability system required in the federal NCLB legislation. ELLs are assessed yearly in al language skills: listening. speaking, reading and writing.
Linguistically accommodated testing (LAT)
Special concessions for ELLs, doesnt include definitions, administrators are allowed to translate words, use of dictionaries, written glosaries are allowed, questions might be simplified, pictures and gestures might be used.
Academic excellent indicators system (AEIS)
Reports that put together a wide range of information on the performance of students in each school and district of texas every year.
BICS :basic interpersonal communication skills
BIcS: basic interpersonal communication skills are acquired after a 2-4 years of exposure to L2
CALP:
CALPS: cognitive academic language proficiency
Makes up the academic language that children need to be successful in the mainstream english-only classroom, it takes 4-7 years to achieve this level.
Dichotomy of BCIS and CALP
Students must be assessed informally for BICS using one of the proficiency tests approved by the state and Formally for CALP, using the TAKS.
Vocabulary transfer
Students who are literate in spanish bring strong word recognition skills to English.
Assesing ELLS
The following techniques might be used to assess ELLS: observation, dramatization, drawings, fill in the blanks with word banks.
Techniques to promote CALP and content mastery: Scaffolding
Scaffolding, ,
Techniques to promote CALP and content mastery: graphic organizers
Used ti show relationships using visuals. Could be semantic trees, time lines, flowchart, venn diagram.
Techniques to promote CALP and content mastery: SQ4R
1. survey
2. question
3. read
4. reflect
5. recite
6. review
Techniques to promote CALP and content mastery:reciprocal teaching
dialogue teacher- students to elicit 4 strategies:
summarizing, asking questions, clarifying difficult parts and predicting whats next.
Whole language approach
Language must be experienced as a whole system of communication.
Some of the strategies are: reading aloud to children, journal writing, silent reading, higher order thinking skills, student choice of reading materials, conferences between teachers and students.
Language across the curriculum
Teacher in all content areas carry out language development activities associated with their individual content area.
Language experience approach
Based in the assumption that students prior experiences need to be used as a bridge to new ideas and concepts. the process is: 1. students share an activity or expericen, 2. the teacher lead them to talk about it, 3. students dictate a story to the teacher, 4, the teacher copies the story and reads it to the student, 5. the teacher reads a 2nd time and students join in choral reading, 6. students copy the story, 7. follow up activities.
CALLA (Cognitive academic language learning approach)
ESL model developed to promote english language development through the content areas.
CALLA model: Metacognitive strategies, Organization and planning.
With strategies like keeping track of assignments, segmenting long tasks in smaller parts, organizing info for a test, etc.
CALLA model: Metacognitive strategies, self monitoring and self-evaluating
Using strategies like: assessing weaknesses and strengths in the content, identifying preferred strategy for learning, conducting self -assessment towards the mastery of the content.
CALLA model: Cognitive strategies
Techniques to improve understanding and increasing retention. Linking current and new info, isolating key concepts while reading, note taking, visualizing info to remember it, creating charts and graphs to synthesize content
CALLA model: social strategies
Students learn from each other by interacting. Working in pairs or groups, asking questions, seeking support from peers, observing people from diverse backgrounds to learn from them.
sheltered english strategies
Control the length and complexity of sentences, introduce technical vocabulary before the lesson, clarify concepts, control the speed of delivery, emphasize important concepts, use visuals, use role-play.
Cooperative learning
Teaching strategy designed to create a low anxiety learning environment where students work together in small groups to achieve instructional goals.