Texes Esl 154- Domain 1

Front 1

Acquisition Process (Krashen, 1981)

Back 1

Students needs comprehensible input (understandable information) and a low affective filter in order to learn langauge

Front 2

Affective Filter

Back 2

An imaginary wall that is placed between a learner and language input. If the filter is up, the learner is blocking out input. The filter is raised when anxiety is high, self-esteem is low, or motivation is low.

Front 3

Silent Period

Back 3

A stage in second language acquisition where learners do not attempt to speak. This period must be respected.

Front 4

Acquisition

Back 4

Picking up a language through meaningful conversation the way children pick up languages. There is no study of forms and grammar. Focus is on function

Acquisition will occur when a learner is exposed to meaningful, comprehensible input.

Front 5

Learning

Back 5

Learning a language through conscious study of forms (grammar rules and sentence structures)

Front 6

Comprehensible Input

Back 6

The idea that learners will acquire language best when they are given the appropriate input (information they understand)

Making adjustments to speech and instruction so that the message to the student is understandable.

Front 7

How do you make input comprehensible?

Back 7

Use authentic language
Use non-verbal cues
Use manipulatives, realia, and visuals
Create a low-stress environment
Stress student involvement; hands on activities

Front 8

ELL

Back 8

English Language Learner

Front 9

Memorization/Repetition
Elaboration
Categorization/ organization
Sensory input
Experiential learning
Visualizations
Metacognition

Back 9

Cognitive processes that facilitate language acquisitions

Front 10

Phonology

Back 10

The study of the sound system of any language

Front 11

Phoneme

Back 11

smallest unit of sound that serves to distinguish one utterance from another.

Front 12

Morphology

Back 12

The study of word forms and how words change, especially forms used in conjugations and word building (affixes)

Front 13

Morpheme

Back 13

Smallest unit of language that has meaning. It cannot be divided further without losing meaning completely.

Front 14

Graphophonics

Back 14

System of the relationship between sounds and letters

Front 15

Syntax

Back 15

Structure of a sentence, commonly thought of a grammar, It deals with the correct word order in a sentence.

Front 16

Lexicon

Back 16

Vocabulary of a language. Each discipline has its own lexicon (ex. ELA vocabulary: prewriting, drafting, plot, literary analysis. Math vocabulary: divisor, sum, circumference )

Front 17

Semantics

Back 17

System of meaning that words and groups of words have together. (ex. If a student asks "what does bat mean?" We would have to say "tell me the whole sentence" we need to know how it is being used to define it)

Front 18

Discourse

Back 18

Productions of the language that is longer than single sentences; commonly refers to conversations but also to essays and stories.

Front 19

Pragmatics

Back 19

KNOWLEDGE OF how to use language for a range of public and private functions, including communication.

Front 20

Register

Back 20

Variety of language used for a particular purpose or in a particular social setting (ex. formal and informal)

Front 21

Language Interference / L1 interference

Back 21

L1 and L2 differ in surface features and when ELL attempts to transfer from L1 to L2 errors occur:
EX:
Il suo amico non e americano
[The your friend no is american]

Front 22

Language Transfer

Back 22

When the relevant feature of both languages is the same, it results in correct language production (positive transfer).
EX: -I have a cat.
-Yo tengo un gato.

Front 23

BICS

Back 23

Basic Interpersonal Communication Skills

Social Language

Front 24

CALP

Back 24

Cognitive Academic Language Proficiency

Academic Language

Front 25

Social Language Proficiency

Back 25

Everyday language
Communicative
Universal across all native speakers
not related to academic achievement
Usually attained within 2 years
(BICS)

Front 26

Academic Language Proficiency

Back 26

Abstract, decontextualized language
Non-interpersonal
-Related to literacy skills and academic achievement
Academic Language in L1 and L2 overlap
Usually develops in 5-7 years
(CALP)

Front 27

CALLA

Back 27

Cognitive Academic Language Learning Approach

Teaching approach that capitalizes on the knowledge and skills that learners already possess, while encouraging the learning to develop new and more effective strategies for learning. It includes Learning strategies, development of academic language and a related curriculum