435

Front 1

4 CCs and description

Back 1

Grammatical- word and sentence formation, spelling

Sociolinguistic- appropriate production and comprehension in a social context

Discourse - genre appropriate.

Strategic - verbal/nonverbal skills which repair communication breakdown and/or enhance effectiveness of communication.

Front 2

What are comunication competencies?

Back 2

Underlying skills to communicate properly.

Front 3

Bottom-up reading model

Back 3

Looking at basic units of text to get meaning from whole text.

Front 4

Top-down model

Back 4

Rely on information reader beings to the reading for meaning, searching for overall meaning

Front 5

Interactive reading model

Back 5

Combo of of skills (top down / bottom up)

Front 6

Garden of eden reading model

Back 6

Reading will come naturally if learners are in the presence of books.

Front 7

How challenging should reading material be for students?

Back 7

Challenging but not frustrating

Front 8

Is repetition important for reading? Why or why not?

Back 8

Yes. Reading takes practice.

Front 9

What should you use to introduce new L2 readings?

Back 9

Pre-reading activities

Front 10

What is the biggest indicator of a good reader?

Back 10

Automatic recognition

Front 11

Give an example of a word recognition excercise

Back 11

[Look hook cook took look book]

Front 12

Is reading fast good? Why or why not?

Back 12

Yes. Comprehend faster, concentrate better.

Front 13

How fast (aprox) do fluent readers read?

Back 13

250-300 wpm

Front 14

2 listening myths

Back 14

Listening and speaking should be taught separately

Listening is absorbed unconciously.

Front 15

What makes listening difficult? Name 3 things w/ example and why.

Back 15

Redundancy [like, you know] - not every new word brings meaning.

Stress, rhythm, and intonation [sarcasm, insult] hard to detect.

Reduced forms [gonna, Mom! Phone!] L2 learners might only know the full form.

Front 16

Micro vs macro

Back 16

Micro = sentence level

Macro = discourse level

Front 17

3 types of classroom listening performance

Back 17

Reactive - listening to repeat back

Intensive - listening for something specific

Extensive - listening for overall meaning

Front 18

What things should listening activities be? Name 2

Back 18

Authentic and contextual

Front 19

What is the submersion program model?

Back 19

Sink or swim, does not used sheltered english

Front 20

What is submersion plus (pullout or inclusion) model?

Back 20

ELL is pulled out of class 4 instruction or esl teacher/aide is in the class with student.

Front 21

What is sheltered instruction / structured immersion

Back 21

All students are ELL, uses sheltered english (comprehensible input)

Front 22

What is sheltered english?

Back 22

Comprehensible input

Front 23

What are transitional bilingual / early exit programs?

Back 23

All ELLs have same L1. Starts in L1 and transitions to English by 3rd grade

Front 24

What is developmental bilingual / late exit programs?

Back 24

All ELLs have same L1. Starts entirely in L1 minus 1 english class. Gradually works up to 1/2 L1 1/2 English. Goal = produce bilongial/biliterate students.

Front 25

What are foriegn/second language immersion programs?

Back 25

Designed for students who speak the country's majority lg. Can be for heritage [chinese in U.S. who want to learn chinese] or indigenous [Hawaiians who want to speak hawain]

Front 26

What are two-way immersion programs?

Back 26

Both ELLs and Native English speakers in same class. Instruction switches from english to non-English. Goal is to create bilingual / biliterate students.

Front 27

How many English speakers in the world are non-native english speakers?

Back 27

3/4

Front 28

Ch 23 essay question

Back 28

Chapter suggests bridging the gap between people. I would have students focus on similarities rather than differences.

Chapter suggests promoting critical thinking while remaining neutral. I would ask more questions than provide answers on heated topics.

Front 29

Describe Peenycook article

Back 29

Classroom walls are permiable and interlinked with cultural and social outside world [bombs dropping outside classroom]

Classrooms can change the real world.

Good Lg teachers are not only good at teaching Lg, but also recognize the broader social/political implications of their teaching.

Front 30

Define schema theory

Back 30

Readers use outside knowledge /background knowledge of the world to make meaning from text

Front 31

What is BICS

Back 31

Basic Interpersonal Conversation Skills

Front 32

True vs false beginner

Back 32

True = never studied L2 before

False = some skills but not yet intermediate

Front 33

What is the locus of control

Back 33

Who do you contribute your success and failures to?

Front 34

What is a miscue analysis?

Back 34

Test of pronunciation where a student reads a sentence with every sound in english lg.

Front 35

Bilingual dictionary vs learner dictionary

Back 35

Bilingual = bad Learner = good [shrub = plant bigger than grass v. Scientific definition.

Front 36

Best thing to do for ELL students while speaking?

Back 36

Pausing

Front 37

Are videos good for ELLs why or why not?

Back 37

Bad unless designed for ELLs

Front 38

What is a terminal objective?

Back 38

The end goal

Front 39

What are enabling objectives?

Back 39

Steps to achieve terminal objective.

Front 40

What is a information gap activity?

Back 40

Battleship with town locations.

Front 41

Five finger debrief

Back 41

Thumbs up to something g, pointer finger pointing out something, middle finger saying **** you to something, ring finger is forever, and pinky promise.

Front 42

That vs who(m)

Back 42

Inanimate vs animate

Front 43

Oral v silent reading

Back 43

Oral is not authentic speaking.

Silent is good for speed.

Front 44

Name 3 teaching reading principles

Back 44

Readings should be relevant and interesting, balance readability with authenticity, include bottom up and top down techniques.

Front 45

What is automaticity? Example?

Back 45

Automatic processing of input/output [piano player sight reading]

Front 46

What is language ego

Back 46

Peepz dun-wanna looks dumbed whilst speakeding

Front 47

What is languature?

Back 47

Language and culture are inseparable.

Front 48

Name 3 language learning principles?

Back 48

Strive towards automaticity, strive towards interaction, strive away from identity and investment.

Front 49

Two types of spoken Lg. Describe

Back 49

Monologue- spoken from written text / without interaction

Dialog - conversational / transactional

Front 50

Accuracy v. Fluency

Back 50

Accuracy = clear and gramatical/phonetically correct

Fluency = flowing and natural

Front 51

What makes speaking difficult?

Back 51

Rate of delivery - can be slow

Interaction - doesnt give you time to plan

Stress rhythm and intonation - until learned, these can change meaning

Front 52

True or false english is a stressed-timed language

Back 52

True

Front 53

Repeat after me is a form of?

Back 53

Immitative speech

Front 54

What is intensive speech?

Back 54

Practices a specific aspect

Front 55

What is responsive speech?

Back 55

Requires a response

Front 56

What is transactional speech?

Back 56

Extended form of responsive speech

Front 57

What is interpersonal speech?

Back 57

Speech for maintaining social relationships

Front 58

Name 3 teaching speaking principles

Back 58

Focus on fluency and accuracy depending on the objective

Spark the interests of students

Use authentic lg and meaningful context

Front 59

NEST V NNEST

Back 59

Nest = not inherently better but are ear-learners who intuitively know the conlmexities of English

Nnest = role models, know Ss culture 1st hand, teach from experience.

Front 60

What is recast? Discuss

Back 60

Repeating what students say w/ corrections. Most common thing teachers do. Most students only listen for meaning and do not realize they are being corrected.