Acronyms Flashcards
Identify acronyms commonly referenced in text "A Course for Teaching English Learners" by Lynne T. Diaz-Rico
CLD
culturally and linguistically diverse, i.e. CLD students
ELD
English-language development
TWI
two-way immersion
CDE`
California Department of Education
EFL
English as a foreign language
ESOL
English for speakers of other languages
TESOL
Teaching English to speakers of other languages
NCLB
No Child Left Behind Act (2001)
SDAIE
specially designed academic instruction in English (i.e. SDAIE strategies)
also called sheltered instruction
addresses the following needs:
- learn grade-appropriate content
- master English vocab & grammar
- learn “academic” English
- develop strategies for learning how to learn
p. 134, p. 139
CALP
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
IRE or IRF sequence
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
AAVE
African-American Vernacular English
p. 43
L1
First language
p. 49
BSM
Bilingual Syntax Measure
Measures oral proficiency in English and/or Spanish grammatical structures
p. 49
CELDT
California English Language Development Test
p. 50
SUP
separate underlying proficiency
Notion that content and skills learned through primary language do not transfer to English
p. 52
CUP
common underlying proficiency
Notion that competence in the primary language provides the basis for competence in the second language
p. 52
TPR
total physical response
p. 54
LAD
language acquisition device
Chomsky’s theory that the brain contains an active language processor, the LAD
p. 54
TBL
task-based learning
p. 55
SLA
second-language acquisition
p. 67
NLP
neuro-linguistic programming
a framework teachers can use to address students in their dominant modality (i.e. learning style)
p. 76
CALLA
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
AYP
adequate yearly progress (associated with federal govt acts re education, i.e. ESEA and NCLB)
p. 88
NCLB
No Child Left Behind, 2001
required annual testing of 3rd-8th graders beginning in 2005-06
p. 88
LEP
limited English proficiency
p. 88
TAKS
Texas assessment of knowledge and skills
p. 89
ELLs
English language learners
p. 89
ELA
English language arts (often used to describe ELA standards)
p. 93
AMAOs
annual measurable achievement objectives. NCLB mandates each state receiving funds must define AMAOs
p. 95
IEP
individual education program
p. 111
SEI
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
TWI
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
CLAD
crosscultural, language, and academic development
p. 130
FLES
foreign language programs in elementary schools
p. 131
SLLs
second language learners
p. 132
TBE
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
UID
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
CBOs
community based organizations
groups committed to helping people obtain health, education, & other basic human services
p. 145
SIOP
sheltered instruction observation protocol
p. 161
BICS
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
TTT
teacher talking time
evidence indicates this should be reduced as it limits opportunities for STT
p. 173
STT
student talking time
p. 173
CAI
computer assisted instruction
p. 187
CMC
computer-mediated communication
more sophisticated computer-simulated learning environments
p. 187
CMI
computer-managed instruction
grade book programs & database management
p. 187
DTP
desktop publishing
p. 188
QAR model
question-answer relationships
useful for scaffolding secondary social studies, there are 4 kinds of questions:
- right there (quote from text)
- think and search (answer must be inferred from several paragraphs of text)
- author and you (text integrated with personal experience)
- on your own (drawn from personal experiences)
p. 199
IC
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
VoIP
voice-over-internet-protocol technologies, includes chat rooms
p. 231
LEA
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
DR-TA
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
CBI
content-based instruction
learning objectives are organized around academic subjects to prepare students to master grade-level curricula
p. 274
EIEP
Emergency Immigrant Education Program, a provision of NCLB. Does not appear to be active any longer.
p. 310
