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86 Cards in this Set
- Front
- Back
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Involves students development in semantic and syntactic features, such as vocabulary items
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Academic Language Development:
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Lexical language or language needed to comprehend and communicate about content-area subjects, such as mathematics, science, and social studies
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Academic Language:
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The subconscious process of learning to comprehend and communicate in a language gained through meaningful interactions in the target language in natural communication
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Acquisition
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English is a language in which symbols reflect the pronunciation of the words.
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Alphabetic Language
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May or may not be the case that the students first language is alphabetic, possibly making the transfer to English more difficult.
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Alphabetic Language
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Making connections with the fact that symbols stand for sounds in a written language.
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Alphabetic Principal
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a form of assessment in which students are asked to perform real world tasks rather than pen-to-paper drills.
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Authentic Assessment
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A brief that humans learn language through reinforcement.
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Behaviorist Theory
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Students can usually develop the basic ability to communicate socially in a new language within six months to two years.
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BICS( Basic Interpersonal Communication Skills):
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Proficiency in academic language development needed for content areas with specialized, lexical terminology; usually takes 5-7 years to develop.
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CALPS (Cognitive Academic Language Proficiency Skills)
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Correcting an ELL’s statement by restating the student’s mistakes several times in correct English within a conversation rather than drawing direct attention to it or provide a rule.
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Circumlocution
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memorization, categorization, generalization, metacognition, involved in synthesizing and internalizing language rules for second-language acquisition.
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Cognitive Process
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having the skills to speak and comprehend when spoken to in order to communicate in a language.
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Communicative Competence
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Learning in math, science, SS, LA, ect. That requires both linguistic and conceptual skills particularly with the academic lexical vocabulary.
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Content-area learning
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Social, emotional, academic, and behavioral features that are interrelated parts of language development.
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Developmental Characteristics
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Refers to Vygotsky and the “Zone of proximal development,”
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Developmentally appropriate instruction
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Verbal expressive in speech or in writing
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Discourse
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The critical analysis of language development for ESL students.
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Diagnosis
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A language approach emphasizing equality of education opportunity for both English and non-English-speaking children through an educational process that validates and fully develops both languages learners.
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Dual Language
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English Language Learners, students who are placed in ESL or bilingual classrooms
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ELL’s
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formerly the label was Limited English Proficiency
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ELL’s
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motivating instruction that increases the involvement of students and seeks for them to take ownership of their learning and do meaningful and effective work.
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Engaging Instruction
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English Language Arts and reading competencies
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ELA
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The basis of ESL instruction, all ESL teachers must also attend to these and the ESL competencies.
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ELA
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Proficiency in English for ESL students is typically determined upon passing a standardized English language test.
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English Language Proficiency
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is 70% or fortieth percentile.
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A passing score for English Language Proficiency
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Self-contained, pull-out, Newcomer Centers, dual language , and immersion.
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ESL Programs (5)
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a belief in the superiority of one’s own ethnic group.
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Ethnocentrism
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To increase the likelihood, strength, or effectiveness of learning.
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Facilitate learning
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a language principle, statement, or idea having general application: change y to I and add ed.
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Generalization
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words that appear many more times than most other words in spoken or written language.
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High-frequency words
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the teacher assesses the learner’s language level and adds one level to it to encourage challenging learning: as in Vygotsky’s zone of proximal development.
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I plus 1
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method in which the home language is rarely used and then only to clarify English.
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Immersion
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ongoing appraisal by casual observation, discussion, or by other nonstandard procedures.
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Informal assessment
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Clear statements of what teachers want learners to accomplish.
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Instructional Goals
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Language Proficiency Assessment Committee.
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LPAC
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Responsible for identification placement, and exiting of ELLs from an ESL or bilingual program
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LPAC
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Established that a district must provide an ESl or bilingual program if there are 20 or more ELL in a grade level.
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Lau vs. Nichols
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the conscious intentional study of a language, its structure and the way it functions through formal work.
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Learned Knowledge
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Limited English Proficient
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LEP
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has been commonly replaced by the Office of Civil Rights with ELL, which is less negative in its connotation.
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LEP
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the understanding that a written letter “stands” for a certain sound.
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Letter-sound association
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vocabulary belonging to a particular subject that one must understand in order to navigate through that particular content area.
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Lexical Understanding
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the ability to use the correct grammatical form and structure to express a given meaning.
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Linguistic Competence
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a supportive, positive oral/speaking environment with considerable conversation opportunities is important for ESL development.
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Linguistic environment
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awareness and understanding of one’s own thinking and cognitive process; thinking about one’s thinking.
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Meta cognition
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belief that humans are norm with the innate ability for speaking language, and when exposed to language, this ability “kicks in” an innate propensity for language acquisition.
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Nativist theory
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a bilingual or ESL program that makes use of facilities to separate first-year ELLs form the general population.
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Newcomer Centers
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serve students through a program of intensive language development and academic and cultural orientation, for a limited time period. (usually 6- 18 months)
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Newcomer Centers
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Conversation
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Oral discourse
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words that are not pronounced like the rules that should govern them state.
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Phonetically irregular words
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Characters or symbols , as in a phonetic alphabet, that represents a word or phoneme in speech.
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Phonograms
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Language message often consist of interpretation not based on exact words.
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Pragmatics
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“Where is the rest of the homemade pie?” “Well John was here….”
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Example of Pragmatics:
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ESL model in which students leave the regular classroom for a period of time during the school day in order to work with a special ESL teacher alone or in a small group.
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Pull-out:
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Real things such as photos, posters, souvenirs that the teacher can introduce to make instruction more concrete.
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Realia
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the amount of spoken language one can aurally process, which is usually up to four times greater than an individual’s ability to speak.
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Receptive Vocabulary
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ELLs are taught with regular English-speaking students for the entire day, or are placed in an ESL classroom with ESL students with similar needs I language arts.
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Self-contained
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vernacular or commonly spoken English
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BICS
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Academic language.
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CALPS
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factors includes religion, rites of passage, expectations for genders, values.
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Social cultural
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the ability to interact in different social registers using appropriate rules and politeness for that situation
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Sociolinguistic competence:
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the ability to make use of limited linguistic resources to express ones ideas and comprehend input.
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Strategic competences
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formal systematic arrangement of words in sentences.
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Structure
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the grammatical arrangement of words in sentences
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Syntax
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integrating analysis of data to discover facts and /or develop knowledge concepts or interpretations.
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Synthesizing
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incorporation cause and effect, comparing and contrasting, sequencing, main ideas, ect, to apply effective strategies for facilitating ESl students reading comprehension in English.
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Text structure
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a method used for assessing understanding, when the ESL teacher gives a command and the recently arrived students performs the command correctly.
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Total Physical Response (TPR)
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the basic part of any word is the root, a prefix at the beginning of a root word and /or a suffix at the end can be added to change the meaning.
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Word formation
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was passed to make sure that English would be learned but was later judged unconstitutional.
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Nationality Act of 1906
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In what year did the Bilingual Education Act provided funds for bilingual/ESl programs
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1968
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How often should schools report the progress of their ELL students?
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Annually
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When should the principal review, develop, and revise the Campus Improvement Plan for the purpose of improving student performance?
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Each school year.
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ESL programs are also called…
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ELD (English Language Development Programs)
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What is another term for dual language?
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two-way immersion
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T/F: ESL programs are federally funded.
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True
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Which program best promotes pride in the primary language while still fostering academic language success in the target language?
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Two-way dual language
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How should a teacher go about finding a students developmentally appropraite level?
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By informally assessing their prior knowledge and skills through oral discourse.
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Should the teaccher use social and academic language with the student?
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Yes, English language proficiency does not occur if the learner is not exposed to a rich env. of dialogue.
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what is an appositive clause?
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is a noun or pronoun that usually follows another noun or pronoun to describe or clearify the first one. EX: Ms. Kelly, the teacher.
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certain emotions, such as anxiety, self-doubt, and mere boredom interfere with the process of acquiring a second language
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Affective Filter Hypothesis
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explains that bilinguals must achieve minimum levels or thresholds of proficiency in both languages before the benefits of bilingualism can be observed. A higher level of proficiency in the first language is more likely to contribute to the acquisition of a second language.
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Threshold Hypothesis
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In this sentence what is ME? John kicked the ball to me.
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Object pronoun
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In this sentence what is US? The politician lied to us.
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Object pronoun
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precedes the direct object and tells to whom or for whom the action of the verb is done and who is receiving the direct object. EX: She gave me the report. (ME)
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Indirect object
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was a U.S. Supreme Court case which held that a 1919 Nebraska law prohibiting the teaching of foreign languages to school children before high school unconstitutionally violated the Due Process clause of the Fourteenth Amendment.
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Meyer vs. Nebraska
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