18MSEC Flashcards
Bloom’s Taxonomy
- Remembering
- Understanding
- Applying
- Analyzing
- Evaluating
- Creating
3 stage task process
- Pre-task
- Task
- Language Focus / Post-task
Theory of Multiple Intelligences
- Naturalist
- Musical
- Logical-mathematical
- Existential
- Interpersonal
- Bodily-kinesthetic
- Linguistic
- Intrapersonal
- Spatial
ELP 3 parts
- Language Passport
- Language Biography
- Dossier
Formative assessment
activities undertaken by teachers THROUGHOUT THE COURSE that provide information to be used as FEEDBACK to modify teaching and learning activities
Assessment FOR learning
Summative assessment
uses data to assess about how much a student knows or has retained AT THE END of a learning sequence
Assessment OF learning
ISTE 7 quality standards for TEACHERS in the digital age
- Learner
- Leader
- Citizen
- Collaborator
- Designer
- Facilitator
- Analyst
CALL
Computer Assisted Language Learning
3 Phases of CALL
- Behavioristic
- Communicative
- Integrative
CEFR
Common European Framework of Reference for Languages
Erasmus + 3 Key Actions
- Mobility of Individuals
- Cooperation for Innovation and the exchange of good practices
- Support for policy reform
Halliday’s 7 language functions
- Instrumental
- Regulatory
- Interactional
- Personal
- Heuristic
- Imaginative
- Representation
Linguistic competence (Chomsky) vs Communicative competence (Hymes)
Linguistic = one’s ability to produce grammatically correct sentences in a language
Communicative = one’s ability to communicate in a language
4 essential elements PBL
- A central topic
- Access to means of investigation
- Opportunities for sharing ideas
- Final product
Types of Motivation
- Extrinsic
- Intrinsic
- Integrative
- Instrumental
Advantages of GBL/Gamification
- motivation/engagement increase
- improves knowledge/retention
- provides immediate feedback
- creates meaningful/authentic context
- shy ss can participate in meaningful way
Principles of CLT
- communication-centered learning
- real communication process
- avoiding constant error correction
Types of Cooperative Learning
- Formal
- Informal
- Cooperative Base Groups
- Integrated all 3 types
5 steps in cooperative learning
- interpersonal + social skills
- promotive interaction
- positive interdependence
- individual accountability
- group processing
Gamification
process of applying game-related principles to non-game contexts such as education
Emotional Intelligence
The capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships
Linguistic relativity (Sapir-Whorf)
Relationship between gramatical categories of a language and the way a person conceptualizes the world (i.e. Inuit words for “snow”)
Conceptual transfer
The area which deals with crosslinguistic differences and crosslinguistic influences in mental constructions and verbal expressions of meanings
Bidirectional transfer
Influence L1 -> L2 but also L2 -> L1
Ex: English syntax (L2) affecting Spanish syntax (L1) in writings
Language Attrition
The loss of, or changes to, grammatical and other features of a language as a result of declining use by speakers who have changed their linguistic environment and language habits.
Ex: After living abroad for many years and lack of exposure to the L1 (i.e., loss of certain words).
Thinking-for-speaking Hypothesis
The idea that the way human beings view of REALITY is strongly INFLUENCED BY the semantic and grammatical categories of their LANGUAGE.
Weak form of the controversial Sapir-Whorf hypothesis.
Ex: The Portuguese word saudade (no equivalent word in English)
Transfer
the influence of a learner’s NATIVE language usually on another language they are learning (L2, L3, etc.)
Cross-Linguistic Influence
The influence that knowledge of one language has on an individual’s learning or use of another language.
Can involve various aspects of language.
Refers to the FIELD + includes phenomena such as transfer, avoidance, and borrowing.
Psychotypology
Learner’s perceived distance between one language and another (doesn’t reflect true distance)
Aims of the Council of Europe language education policies
- Plurilingualism
- Linguistic diversity
- Mutual understanding
- Democratic citizenship
- Social cohesion
Plurilingual
A person who speaks several languages
Multilingual
A place or medium where several languages are spoken/used
Accomodation
NO change in complexity
Expectations DO NOT change
Ex: A dyslexic S listening to audio book
Modification
Change in complexity
Expectations DO change
Ex: A S assigned shorter/easier writing assignments
LOMLOE 8 Key Competences
- Linguistic
- Plurilingual
- STEM
- Digital
- Personal, Social, Learning to Learn
- Citizenship
- Entrepreneurial
- Cultural + Artistic
9 Sections of a Syllabus
- Introduction
- Context
- Temporary distribution of objectives, contents + evaluation criteria
- Key competences
- Didactic methodology
- Didactic units
- Assessment
- Attn to diversity
- Complementary/extracurricular activities
A syllabus must have: (3 standards)
- coherence
- viability
- flexibility
Didactic Unit 8 Sections
- Title
- Evaluation criteria
- Didactic goals
- Curricular correlations
- Lesson structure + timing
- Materials + resources
- Methodology
- Assessment
5 domains of EQ
- Self-awareness
- Motivation
- Self-regulation
- Empathy
- Adeptness
