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CTEL 4/163 > Acronyms > Flashcards

Acronyms Flashcards

Identify acronyms commonly referenced in text "A Course for Teaching English Learners" by Lynne T. Diaz-Rico

1
Q

CLD

A

culturally and linguistically diverse, i.e. CLD students

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2
Q

ELD

A

English-language development

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3
Q

TWI

A

two-way immersion

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4
Q

CDE`

A

California Department of Education

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5
Q

EFL

A

English as a foreign language

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6
Q

ESOL

A

English for speakers of other languages

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7
Q

TESOL

A

Teaching English to speakers of other languages

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8
Q

NCLB

A

No Child Left Behind Act (2001)

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9
Q

SDAIE

A

specially designed academic instruction in English (i.e. SDAIE strategies)

also called sheltered instruction

addresses the following needs:

  1. learn grade-appropriate content
  2. master English vocab & grammar
  3. learn “academic” English
  4. develop strategies for learning how to learn

p. 134, p. 139

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10
Q

CALP

A

cognitive academic language proficiency

language needed to perform abstract and decontextualized school tasks. Context-reduced communication bc it provides few concrete cues to assist comprehension, as opposed to BICS.

p. 30, p. 170

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11
Q

IRE or IRF sequence

A

Teacher initiates an INTERACTION by asking a question, student RESPONDS, teacher follows up with EVALUATION or FEEDBACK. Teacher produces the most language and takes the most turns.

strengths: ease of use, effectiveness for controlling attention & behavior, diagnosis of learner’s responsiveness”
weaknesses: lack of emphasis on learner oral production, limited peer interaction, inequity of reinforcement)
p. 36

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12
Q

AAVE

A

African-American Vernacular English

p. 43

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13
Q

L1

A

First language

p. 49

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14
Q

BSM

A

Bilingual Syntax Measure

Measures oral proficiency in English and/or Spanish grammatical structures

p. 49

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15
Q

CELDT

A

California English Language Development Test

p. 50

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16
Q

SUP

A

separate underlying proficiency

Notion that content and skills learned through primary language do not transfer to English
p. 52

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17
Q

CUP

A

common underlying proficiency

Notion that competence in the primary language provides the basis for competence in the second language
p. 52

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18
Q

TPR

A

total physical response

p. 54

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19
Q

LAD

A

language acquisition device

Chomsky’s theory that the brain contains an active language processor, the LAD
p. 54

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20
Q

TBL

A

task-based learning

p. 55

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21
Q

SLA

A

second-language acquisition

p. 67

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22
Q

NLP

A

neuro-linguistic programming

a framework teachers can use to address students in their dominant modality (i.e. learning style)
p. 76

23
Q

CALLA

A

Cognitive Academic Language Learning Approach

learning strategies organized into 3 major types: metacognitive, cognitive, and social-affective

  • topics from major content areas
  • development of academic language skills
  • explicit instruction in learning strategies for both content and language acquisition

p. 78, p. 159

24
Q

AYP

A

adequate yearly progress (associated with federal govt acts re education, i.e. ESEA and NCLB)

p. 88

25
Q

NCLB

A

No Child Left Behind, 2001

required annual testing of 3rd-8th graders beginning in 2005-06

p. 88

26
Q

LEP

A

limited English proficiency

p. 88

27
Q

TAKS

A

Texas assessment of knowledge and skills

p. 89

28
Q

ELLs

A

English language learners

p. 89

29
Q

ELA

A

English language arts (often used to describe ELA standards)

p. 93

30
Q

AMAOs

A

annual measurable achievement objectives. NCLB mandates each state receiving funds must define AMAOs

p. 95

31
Q

IEP

A

individual education program

p. 111

32
Q

SEI

A

structured English immersion - California mandate that students sit through 30 days of SEI before waiver can be signed where child can receive instruction in home language

students taught solely in English supplemented with SDAIE, designed to address intermediate level learners and above

p. 124, p.134, p. 136

33
Q

TWI

A

two-way immersion

Primary English speakers and ESLs in roughly equal numbers taught in same class receiving grade level appropriate lessons in two languages

p. 127, p.133

34
Q

CLAD

A

crosscultural, language, and academic development

p. 130

35
Q

FLES

A

foreign language programs in elementary schools

p. 131

36
Q

SLLs

A

second language learners

p. 132

37
Q

TBE

A

transitional bilingual education

a subtractive view of bilingualism, requiring native speakers to discontinue use of native language as they increase English fluency

p. 134, p. 135

38
Q

UID

A

universal instructional design

promotes access to info, resources, & tools for students with wide range of abilities, disabilities, ethnic backgrounds, language skills, & learning styles

p. 139, p. 140

39
Q

CBOs

A

community based organizations

groups committed to helping people obtain health, education, & other basic human services

p. 145

40
Q

SIOP

A

sheltered instruction observation protocol

p. 161

41
Q

BICS

A

basic interpersonal communication skills

language skills and functions that allow students in school to communicate in everyday social contexts similar to those of home; perform classroom chores, chat with peers, or consume instructional media.

BICS is context embedded - participants provide feedback to one another, situation provides cues, factors apart from linguistic code can provide meaning, as opposed to CALP.

p. 170

42
Q

TTT

A

teacher talking time

evidence indicates this should be reduced as it limits opportunities for STT

p. 173

43
Q

STT

A

student talking time

p. 173

44
Q

CAI

A

computer assisted instruction

p. 187

45
Q

CMC

A

computer-mediated communication

more sophisticated computer-simulated learning environments

p. 187

46
Q

CMI

A

computer-managed instruction

grade book programs & database management

p. 187

47
Q

DTP

A

desktop publishing

p. 188

48
Q

QAR model

A

question-answer relationships

useful for scaffolding secondary social studies, there are 4 kinds of questions:

  1. right there (quote from text)
  2. think and search (answer must be inferred from several paragraphs of text)
  3. author and you (text integrated with personal experience)
  4. on your own (drawn from personal experiences)

p. 199

49
Q

IC

A

instructional conversation

instructor functions as “thinker-leader” while encouraging voluntary oral participation.

most important instructional element is thematic focus - a good theme is flexible and grows out of participants’ ideas, not teacher’s

conversational elements include aspects that defuse anxiety and promote interaction. turns are voluntary

thinker-leader asks open-ended questions, responds positively, and weaves ideas volunteered by members together

p. 231

50
Q

VoIP

A

voice-over-internet-protocol technologies, includes chat rooms

p. 231

51
Q

LEA

A

language experience approach

student tells a story or relates an event, teacher writes it down and reads it back. oral expression helps students connect to their experience, LEA reinforces the concept that sounds can be translated into specific symbols (words), and LEA provides texts for specific lessons on vocab, grammar, structure, etc.

p. 257

52
Q

DR-TA

A

directed reading-thinking activity

Teacher asks students to make predictions and then read to confirm or disconfirm their ideas. It is key for students to update ideas as new info is revealed.

p. 258

53
Q

CBI

A

content-based instruction

learning objectives are organized around academic subjects to prepare students to master grade-level curricula

p. 274

54
Q

EIEP

A

Emergency Immigrant Education Program, a provision of NCLB. Does not appear to be active any longer.

p. 310

CTEL 4/163 (4 decks)

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