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CTEL > Ch1 > Flashcards

Ch1 Flashcards

1
Q

What are 4 misconceptions about SLA?

A

1) Exposure and immersion make SLA “automatic”
2) One size fits all
3) Adapted instruction is a natural part of “good teaching”
4) Effective instruction means non-verbal teaching

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2
Q

What are two problems with “Exposure and immersion make SLA “automatic”?

A

1) Exposure is school is nowhere near what a 5 year old has in the native language
2) Exposure must be comprehensible necessitating 2nd-language-teaching instruction

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3
Q

Can any teacher just teach EL’s effectively?

A

No. A specific skill set is required.

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4
Q

Why doesn’t effective instruction mean “nonverbal teaching” (2)?

A

1) The language must be taught directly

2) ELD classrooms require modified instruction in English

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5
Q

Why isn’t it true that for SLA, one size fits all and give 4 examples of why?

A

Learning rates differ. 1) Literacy in the 1st language 2) Success in prior education 3) Learning style diversity 4) Differing social skills

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6
Q

By 2025, how many children will initially be identified as EL’s? What percentage is hispanic?

A

1 in 4

71%

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7
Q

What percent of US population including Puerto Rico has a home language that isn’t English?

A

20%

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8
Q

Between 2000-2010 how much did the Hispanic population grow?

A

40%

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9
Q

Between 2005-2050, what percentage of the population growth will be Latino?

A

60%

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10
Q

How should you handle the names for EL’s (3)?

A

1) Pronounce it correctly
2) Get the order correct
3) Don’t use nicknames unless the family approves

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11
Q

What is unique about Vietnamese names?

A

The “same” names in a different order –> different person

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12
Q

What two things are true about Puerto Rican names

A

1) Father’s, them mother’s surname

2) If two given names, must use both

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13
Q

Discuss the statement, SLA is easier for children (5)

A

1) “Critical period”, prior to puberty is not proven
2) Children L2 is more basic and can appear more fluent than it is
3) A child’s silence often indicates a lack of understanding
4) Phonology (accents) tend to be better
5) Adults learn more skillfully

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14
Q

How do adults learn more skillfully than children (3)

A

1) Memory strategies
2) General language experience
3) self-discipline

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15
Q

What can the use of L1 to support L2 instruction reduce?

A

Anxiety

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16
Q

Is L1 proficiency a predictor for L2 proficiency?

A

Yes

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17
Q

What is the difference between Limited and Proficient (Additive) Bilingualism?

A

With LB, a student may develop low levels of proficiency in both. With additive (proficient), students attain high levels of proficiency in both

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18
Q

What can be done to promote additive bilingualism? (3)

A

1) Have visitors who speak L1 talk to the class about the importance of being proficient in 2 languages
In both L1 and L2
2) Send newsletters home
3) Ensure school and community libraries have both

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19
Q

What should be done if there are concerns about L1 proficiency?

A

Contact parents

20
Q

What can be done in groups to help students with involved concepts?

A

Allow L1 to be used in the discussion

21
Q

What progress tends to be slower in SLA?

A

Progress from intermediate to advanced

22
Q

What should be used for the basis for instruction?

A

The documented level of proficiency

23
Q

What test does CA use to determine a student’s level of proficiency?

A

CELDT (CA English Language Development Test)

24
Q

What is used to assess oral proficiency?

A

SOLOM: Student Oral Language Observation Matrix

25
Q

What is used to assess reading proficiency?

A

English-Spanish Reading Inventory for the Classroom

26
Q

What are the characteristics of the following stages of SLA

1) Preproduction
2) Early Production
3) Speech Emergence
4) Intermediate Fluency

A

1) Absorbs sound, rhythms, ..
2) Attempts at words
3) Speech emergence
- Longer, more complex responses
- Syntax errors more noticeable
4) Initiate and sustain conversations

27
Q

Adapted Instruction:

1) Preproduction Activities (3)
2) Intermediate (2)
3) Early Advanced (3)

A

1) (a) Concrete activities (b) pictures (c) real objects
2) (a) Questions to evoke single word / brief responses
(b) Opportunities to use L1 as the acquire L2
3) (a) Read several pgs despite limited comprehension
(b) Write paragraphs
(c) Use a curriculum that explicitly teaches learning strategies

28
Q

What can be used for motivations to bridge the student / teacher gap?

A

Student likes/dislikes

29
Q

What are the psychological factors in SLA?

A

1) Self-Esteem
2) Motivation
3) Anxiety Level

30
Q

How can you build self-esteem? (2)

A

1) Honoring L1 and culture

2) Activities where students are the experts

31
Q

What are the two types of motivation to learn L2?

A

1) Instrumental: for a purpose

2) Integrative: to integrate into the culture

32
Q

What is a good motivating strategy?

A

Self-talk

33
Q

What are strategies to reduce anxiety? (8)

A

1) Classroom warm, friendly
2) Small group work, games, simulations
3) Accept the use of L1 during instruction
4) Monitor undue pressure
5) Avoid having anxious students in front of groups
6) Provide examples for new
7) Teach test-taking skills
8) Provide study guides

34
Q

What can be done to create a sense of belonging for new students?

A

Assign new students to a “home group”

35
Q

Differentiate how minority families differ if they see the new language and culture as caste-like or as an immigrant?

A

Caste-like: L2 is incorporated against their will and academic success may not be viewed as useful or desirable
Immigrant: They see L2 as an opportunity

36
Q

What can be done to determine the family acculturation? (3)

A

1) Observe the family
2) What TV shows and in what language
3) What reading materials and in what language

37
Q

What can be done as a helpful bridge to learning standard English?

A

Incorporate non-standard English. Shows acceptance and gives confidence

38
Q

What can be done about our own biases against non-standard English? (3)

A

1) Recognize where these differences may cause friction
2) Be honest about own bias
3) Model correct usage - allow for self-correction in time

39
Q

What can be done to bridge the gap between school and family values? (4)

A

1) Introduce a broad cultural repertoire
2) Understand cultural taboos
3) Determine support for HW
4) Explain concepts from student perspective

40
Q

What are some common school structures that can limit EL’s success? (5). What can be done for the role of students and who should be included in curriculum decisions?

A

1) Tracking: EL -> Low achievers
2) Unchallenging curriculum
3) “Fortress” schools
4) Order over education
5) Disciplinary policies
- Expand role of students
- Include CLD teachers in decision making

41
Q

What were 3 problems found due to schools emphasizing order by using textbook driven education?

A

1) Lack of teacher innovation
2) Few opportunities to write, explore, reflect
3) Little evidence of curiosity or interest

42
Q

What are 4 academic risk factors for EL’s

A

1) School poorly funded
2) English not home language
3) Capabilities questioned –> Low expectations
4) Alienation in upper level classes

43
Q

What academic engagement promotes success (5)

A

1) Identified as gifted
2) Academic prizes
3) Achievement/Attendance awards
4) Sports / Leadership Awards
5) Scholarships

44
Q

What defines a “Long Term EL”? What portion is this?

A

1) > 6 years and not English proficient

2) Majority

45
Q

What conditions are common around Long Term EL’s? (4)

A

1) Programs lacking in quality
2) Often high-function social language
3) Habits of non-engagement / passivity
4) Need specialized ELD program

46
Q

What methods of sociocultural support show promise? (5)

A

1) L1 peers for L2 learners as they learn
2) Cooperative learning
3) Feature EL language on bulletin boards
4) Showcase primary language skills in written and oral reports
5) Involve primary language guests, volunteers, etc.

CTEL (13 decks)

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