Additive approach

Question 1

An additive approach, or

Answer 1

enrichment program, builds on what the child brings from home.

Question 2

In the case of additive bilingual programs, the

Answer 2

native language is pivotal.

Question 3

Literacy efforts frequently begin with the first language and with reading materials that reflect

Answer 3

their countries of origin.

Question 4

The major characteristic of additive programs is that students are

Answer 4

in contact with both languages and cultures without having to give anything up. There is no pressure to move into English quickly as possible or to take on American cultural norms to replace their own.

Question 5

The beginning of biculturalism

Answer 5

learning to compare how things are done at home and in school.

Question 6

Acculturation indicates that

Answer 6

the child knows how to act and talk depending on the situations (what body language is appropriate, what language is to be used)

Question 7

Assimilation indicates that the studnet

Answer 7

has to take on mainstream values and move away from what was know which can cause conflicts in the home/school relationship that is so crucial to student success.

Question 8

Moving too quickly from the first language is

Answer 8

considered negative and subtractive process. Students may learn a second language quickly when it comes to interpersonal language, but this does not help them with academic language.

Question 9

Home Language Survey questions

Answer 9

Is a language other than English spoken in your home?

Does your child speak a language other than English?

Question 10

Response to HLS

Answer 10

if the responses to the survey are yes to both of the questions, the district is obligated to assess the students’ English proficiency.

An oral test is given to all students, and if they are in grades 2-12 a reading/language arts test is also given unless the student has such low oral scores that the written test result would be invalid.

Question 11

LPAC

Answer 11

Language Proficiency Assessment Committee

Question 12

Members of LPAC

Answer 12

Administrator, ESL teacher, and a parent of a student in the ESL program who is not employed by the district.

Question 13

LPAC members convene

Answer 13

as frequently as necessary, typically at the beginning of the year, to complete placement decisions for students new to campus.

Question 14

When is identification, testing, and placement set to occur

Answer 14

within twenty days of student’s arrival.

Question 15

HLS tests

Answer 15

prek-1st - Oral Lanugage Proficiency Test (OLPT)

2nd-12th - OLPT + Norm Referenced Standardized Achievement Test (NRT)

Question 16

ESL and Bilingual Programs are supposed to respond to the Three Domains:

Answer 16

Linguistic, Academic, and Affective

Question 17

Teachers must respond to emotions, the languages, and the

Answer 17

conceptual learning of the children so that they can fully benefit from eh educational expreience.

Question 18

Children’s emotions are instrument since

Answer 18

they learn best when they are engaged. If children don’t connect with the teacher and the learning environment, then the concepts may not be grasped. By using culturally relevant materials, the teacher is tapping into the children’s knowledge and comfort zones.

Question 19

Becoming bilingual and bicultural hinges on

Answer 19

learning how to function in two worlds and with two languages. Teachers who build on the first language/cultural knowledge and add the second language/cultural knowledge are creating the ideal learning environment.