Ch. 7 Key Vocabulary

Question 1

Acquisition-learning Model

Answer 1

Students can acquire language in 2 ways: (1) they can acquire it by steadily absorbing it in a natural manner through meaningful interaction or (2) they can learn it intentionally by studying vocabulary and grammar. These two methods work in tandem, and both are necessary for second-language acquisition.

Question 2

Affective Filter Hypotheses

Answer 2

Emotional factors contribute greatly to a student’s ability to learn a second language. A student that experiences high anxiety in the classroom is said to have a high affective filter which prevents them from learning a new language.

Question 3

Basic Interpersonal Communication Skills (BICS)

Answer 3

The vocabulary a student uses to carry on social conversations in low-stress environments such as the lunch room and the playground.

Question 4

Cognates

Answer 4

Words from different languages that have the same meaning and similar pronunciation and spelling.

Question 5

Cognitive Academic Language Proficiency (CALP)

Answer 5

The academic language that an English Language learner must learn to successfully understand and communicate the content of academic texts.

Question 6

Dual Language Programs

Answer 6

A learning environment in which students who are learning English are placed together with students who are fluent in English, and English language learners receive specialized English language instruction. All students in a dual language program receive core/basic subject area instruction in English and another language.

Question 7

Florida Consent Decree

Answer 7

Protects civil rights of ELL’s, outlines how ELL’s are identified and assessed, while ensuring they receive equal access to appropriate education in both English language instruction and other core subjects.

Question 8

Home Language Survey

Answer 8

The initial questionnaire that is given to all incoming Florida students. Asks questions about the primary language spoken in the home. If any question on the form is answered ‘yes’ the student is evaluated for English proficiency.

Question 9

Input Hypothesis

Answer 9

The belief that in order to challenge a student, the teacher needs to provide material that is slightly above the student’s ability level in any language.

Question 10

Jim Cummins

Answer 10

Famous for work with second-language acquisition, coined the terms BICS and CALP.

Question 11

Lev Vygotsky

Answer 11

An educational theorist known for his sociocultural theory that stresses the importance of social interaction on learning.

Question 12

Limited English Proficiency (LEP)

Answer 12

Term to describe students who are not native English speakers and struggle with speaking, listening, reading, or writing in English.

Question 13

Mainstream/inclusion

Answer 13

An ESOL program where the students who are learning English are grouped with students who are fluent in English. Instruction is only in English and students are supported in basic/core subject areas through the use of ESOL.

Question 14

Monitor Hypothesis

Answer 14

A hypothesis developed by Krashen that states if a student can learn the grammatical rules of a new language, he or she will be able to monitor written and spoken language in the future.

Question 15

Multicultural Education

Answer 15

An educational approach that focuses on five key areas: content integration, knowledge construction, equity pedagogy, prejudice reduction, and empowerment of school culture.

Question 16

Native Language

Answer 16

Any language that is spoken regularly in the home.

Question 17

Natural Order Hypothesis

Answer 17

States that second-language acquisition will follow a predictable pattern, and that certain grammatical structures will be acquired before others. Krashen contends that for this reason, educators should follow specific order of grammatical instruction.

Question 18

No Child Left Behind Act (L2 learners)

Answer 18

Non-native English speakers may not be tested in their native language. Gives right and responsibility of establishing programs to teach LEP students English.

Question 19

Realia

Answer 19

Concrete objects that are used to give meaning to a lesson. Deepens student understanding.

Question 20

Scaffolding

Answer 20

The practice of providing sufficient assistance to a student in order to facilitate learning.

Question 21

Sheltered English Approach

Answer 21

A program for ELL’s where the classes include only LEP students. Students may have the same home language or many different home languages. Instruction is entirely in English, and students receive special instruction in English while being supported in basic core/subject areas through the use of ESOL techniques.

Question 22

Sociocultural Theory

Answer 22

Vygotsky believed that students experience incremental gains in learning. A student who is operating in his or her “zone of proximal development” will be able to easily learn when provided help by a more experienced person.

Question 23

Stages of Second Language Acquisition

Answer 23

The stages in which a second-language is acquired. The four stages are: pre-production, early production, speech emergent, and intermediate fluency.

Question 24

Stakeholders

Answer 24

Parents, teachers, administrators, and community members who are invested in the academic success of a student.

Question 25

Steve Krashen

Answer 25

Education activist, famous for contributions to the fields of second-language acquisition, bilingual education, and reading.

Question 26

Submersion

Answer 26

Practice of submerging an ELL in mainstream classroom with no teacher support. Sink-or-swim approach to second-language acquisition that is no longer practiced in the state of Florida.

Question 27

Total Physical Response (TPR)

Answer 27

A technique that pairs repetitive physical movement with vocabulary.

Question 28

Transfer

Answer 28

The idea that students from the same cultural background may share common knowledge with each other. This knowledge would be unknown to students from other cultures.

Question 29

Whole Language Approach

Answer 29

A method of language instruction that is integrated and in which listening, speaking, reading, and writing are used along with other instructional strategies to build proficiency. It is student centered, context embedded, and literature or academic content-based.