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CTEL > Ch6 > Flashcards

Ch6 Flashcards

1
Q

What can English only education cause an EL? (2)

A

Cultural suppression

Discrimination

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2
Q

In schools it is not only important that the EL become bilingual, it is important that they become ___

A

Bicultural

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3
Q

What is interrupted when an EL leaves a bilingual program too early?

A

cognitive development

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4
Q

Most bilingual programs promote __ __ to English only classes

A

early exit

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5
Q

Is being in a bilingual program a risk factor for dropping out?

A

No, other factors are much more significant

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6
Q

What is true about learning two languages?

A

Students achieve at a higher level

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7
Q

What came together to form bilingualism in the US

A

Historical precedents, federal legislative initiatives and judicial fiats

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8
Q

Who leads how is bilingualism implemented?

A

The states

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9
Q

Bilingualism progressed on these 3 fronts

A
  • Cultural: accepted during good economic times
  • Federal Legislation: depends on the vagaries of the states
  • Judicial: Ruled EL’s deprived of proficiency in English must receive compensatory services
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10
Q

How many colonial languages were spoking in Manhattan in 1664?

A

At least 18

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11
Q

What 2 languages other than English do the Continental Congress publish docs?

A

German and French

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12
Q

In the early to mid 1800’s what three populations used a language other than English or bilingual education

A
  • Cherokee: Language
  • Louisiana: French-English or both on parent request
  • New Mexico: Spanish-English bilingual
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13
Q

In 1900 4% of the US population was receiving at least partial instruction in ___?

A

German

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14
Q

What was done in 1879 to Native American children?

A

Forced to attend English only school off the reservation

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15
Q

What was the language requirement in the new territories of the Philippines and Puerto Rico?

A

English

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16
Q

What two language restrictions occurred in some areas of the US?

A
  • German was criminalized

- 15 states legislated English as the language of instruction

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17
Q

What happened to Japanese schools during WW II?

A

Closed

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18
Q

What was true until 1960 in Rio Grande Valley Texas?

A

Detention for using Spanish

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19
Q

Bilingual education was virtually eradicated by ___

A

1930

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20
Q

After WW II, language-minority students were labeled, “culturally deficient” and “linguistically disabled” blaming (3)

A
  • Inadequate English skills
  • Lower-class values
  • Failure of parents to stress educational attainment
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21
Q

After WW II, what was used as the basis for placing EL’s in classes for the educationally handicapped?

A

IQ tests administered in English

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22
Q

What caused the rebirth of bilingualism in the US in 1960

A

Cuban immigrants fleeing the 1959 revolution

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23
Q

What was the objective for bilingualism for the Cuban immigrants in 1960?

A

Fluency in both languages

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24
Q

The Bilingual Education Act of 1968 was not set up as an innovative approach to language instruction. Why was it set up?

A

As a remedial education to compensate for the handicap of not speaking English

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25
Q

When did the goal of bilingual education shift to developing native language proficiency?

A

1998

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26
Q

In the 1980s during a concern with new immigration, what were the goals of the English-as-the-Official-Language Movement? (3)

A

A movement sought to:

1) Install English as the official language
2) Repeal laws mandating multilingual ballots
3) Restrict bilingual funding to short-term transitions

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27
Q

Those who believe in “one language, one nation” have difficulty accepting Spanish ___ in public

A

signs

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28
Q

What 6 counties have multiple “official” languages?

A

Canada, Belgium, Finland, Cameroon, Peru, Singapore

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29
Q

What has bilingualism and multilingualism become in our world

A

A fact of life

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30
Q

What is true about proficiency in more than one language

A

It is a desired trait

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31
Q

The use of languages other than English, especially schools, has been affected by cycles of ___ and ___

A

liberalism, intolerance

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32
Q

What 3 entities have supported bilingual education

A

Congress, State and Federal Courts

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33
Q

When and what did the original Bilingual Education Act support?

A
  • 1968

- Exploratory programs for children 3-8

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34
Q

What did the $85,000,000 from the Bilingual Education Act (1968) support? (4)

A
  • Support education programs
  • Train teachers
  • Develop and disseminate instructional material
  • Encourage parental involvement
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35
Q

In 1970, the US Civil Rights Office mandated these 4 things for districts with > 5% national origin minority

A
  • Special language instruction
  • Prohibited assignment to handicap classes based on English skill
  • Prohibited vocational track placement in place of teaching EL skills
  • Mandated communication with parents in a language they understand
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36
Q

Lau vs. Nichols (1974) What was significant about their finding and what happened in 2001 and 2004?

A
  • Lawsuits could be brought over discriminatory effect, without having to prove intent
  • Struck down
  • Reinstated with “intent”
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37
Q

The Bilingual Education Act (1974) (a) affirmed that the federal government has a special and continuing obligation to ensure state and local schools provide …

(b) Include the use of students’ …
(c) ___ no longer a requirement
(d) ___ were eligible

A

(a) equal opportunity for EL’s
(b) native language
(c) Poverty
(d) Native Americans

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38
Q

Rios vs. Read (1977) was a lawsuit brought not for the lack of a bilingual program, but for a lack of …

A

a cultural component

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39
Q

Pyler vs. Doe (1982): A state cannot deny enrollment to children …

A

of illegal immigrants

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40
Q

The 1984 reauthorization provided for two types of bilingual programs, transitional and developmental. This was the first time this goal was legislated.

A

The goal of competence in two languages

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41
Q

In 1994, the “Improving America’s Schools Act (IASA) did these 4 things

A
  • Reinforced professional development
  • Improved research and evaluation
  • Supplied additional funds
  • Modified eligibility to include EL’s
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42
Q

No Child Left Behind (2001 ESEA) stated that EL’s would be held to …

A

the same high standard as non-EL students

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43
Q

What are 4 “failures” of No Child Left Behind?

A
  • Emphasis on short-term test results
  • Lack of funding to achieve goals
  • Punitive sanctions
  • Pressure to abandon successful EL programs
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44
Q

What are some states more concerned about than the federal mandates?

A

Protecting states rights

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45
Q

In 1998, CA with Prop 227 rejected bilingual education with 2 provisions

A
  • Students must learn English taught in English

- EL’s in sheltered learning for a period not > 1 year

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46
Q

What states also proposed a dismantling of federal directives after CA’s Prop 227 that dismantled bilingual education?

A

AZ, MA, CO and FL

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47
Q

What is the most extensive set of state mandates?

A

Florida Consent Decree

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48
Q

What was the problem with many of the state initiatives to dismantle bilingual education?

A

Dismantling bilingual programs and expecting children to master English in a year flies in the face of research.

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49
Q

What group has the highest dropout rate among bilingual students?

A

Hispanics: M/F 20% / 17%

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50
Q

Some “explanations” of hispanic “underachievement”? (4)

A
  • Genetic inferiority
  • Cultural deficit
  • Cultural mismatch
  • Contextual interaction: values adapt when interacting
51
Q

What 4 areas are minority students disproportionally represented?

A
  • Underachievement
  • Segregated schools
  • Dropping out
  • Myth of “super achievement”
52
Q

What language minority students have a loss of heritage languages?

A

Native Americans

53
Q

What group has not “underachieved” academically?

A

Asians

54
Q

Underachievement in the workplace may be due to ___

A

Discrimination

55
Q

What is true about AP Exams in schools with a high percentage of non-Asian minorities?

A

Relatively unavailable

56
Q

13% of Latino/as have college degree but represent this portion of the population.

A

30%

57
Q

In 2008, more than 60% of Latina/os students in the western US cities were enrolled in schools that are ___ non-white

A

90-100%

58
Q

Latinos are separated by race and poverty as are African Americans and also separated by

A

Language

59
Q

What is true of school policies that isolate EL’s for part of the day? (2)

A
  • Slows English mastery

- Stigmatizes them

60
Q

What was one of the results of NCLB closing schools?

A

Segregation worsened

61
Q

Racism has resulted in de facto “apartheid” that some have called “the new Jim Crow era”. What 3 things point to this?

A
  • Misbehavior in school is criminalized
  • Schools have a prison-like environment
  • Schools are in neighborhoods where non-school options are few
62
Q

LEP (Limited English Proficient) students drop out at a rate __ that of non-LEP students

A

5x

63
Q

Primary reason LEP students drop out is __. What other two factors make it difficult?

A
  • Lack of English knowledge
  • Feel they are not part of the school or classroom
  • No meaningful relationship with adults
64
Q

What 4 factors make it difficult on EL’s

A
  • Must work multiple low paying jobs to survive
  • Lack of English support
  • Separation from home culture
  • Ethnocentrism
65
Q

What are 3 recommendations from the Hispanic Dropout Program?

A
  • Provide high quality curriculum and instruction
  • Become knowledgable about students and their families
  • Receive high-quality professional development
66
Q

What group is part of the myth of super achievement, what does this myth ignore and who does this reflect badly on?

A
  • Asians
  • The role class privilege plays in school success
  • Other minority groups
67
Q

To avoid missing difficulties experienced by Asians because of the myth of super achievement, what 3 factors should be considered.

A
  • Determine the level of family assimilation into American culture
  • Are they bilingual - what are the home languages?
  • What are parental expectations for the student?
68
Q

Why might an EL be referred to special education?

A
  • Low level of acculturation
  • Inadequate assessment
  • Language problems
  • Poor school progress
69
Q

How can EL referrals to special education be reduced?

A

Support EL’s with early intervention for struggling students

70
Q

What is true about retention/promotion polices w.r.t. EL’s?

A

Not carried out equally

71
Q

What is true about African American and Hispanic students if they are retained? What raised this risk even higher?

A
  • They are more likely to drop out. AA: 2x, His: 3x
  • If they are EL, 9.5% (Ave 7.5%)
  • – w/ multiple risk factors (younger than peers, male, poor, white) 11.6%
72
Q

What has been found to be a major contributor to the gap between EL and non-EL students?

A

Tracking

73
Q

What does AVID (Advancement Via Individual Determination) attempt to do compared to tracking?

A

Place low achieving EL’s in the same academic program as high achievers

74
Q

What is the trend for placement of EL’s?

A

In the mainstream classrooms not conceptually nor physically separate

75
Q

In the most successful schools, what is true about LEP (Limited English Proficient) programs and other school offerings?

A

It is impossible to point to “the LEP program” and describe it apart from the general program

76
Q

What 2 ways is the term “Bilingual Education” used?

A
  • One that promotes academic and linguistic development in 2 languages (Bilingualism is the goal)
  • Programs that include students who speak languages other than English
77
Q

What is the term “Bilingual Education” rarely used for?

A

L2 instruction for English speakers

78
Q

What two things make it difficult for native-English-speakers to achieve a high level of proficiency through FLES (Foreign Language in Elementary School)?

A
  • Not used for instruction

- Not part of peer conversations

79
Q

What three things do the most supportive dual-language instruction models actively promote?

A

Bilingualism, biliteracy and biculturalism

80
Q

What is 1 legal and 1 practical problem with submersion?

A
  • Not a legal option for EL’s

- No provisions are made for language or academic needs of EL’s

81
Q

What is the goal and 3 outcomes of submersion

A
  • Monolingualism
  • Achievement is poor
  • Social difficulties not addressed
  • Parents less involved
82
Q

What are 3 fundamental flaws of submersion?

A
  • Doesn’t recognize, develop or use the chief linguistic resource for EL’s - mastery of L1
  • Doesn’t encourage use of L1 in group work where collaboration assists comprehension & productivity
  • Teachers can’t use L1 as a resource
83
Q

How do bilingual programs compare to ELD (English Language Development) programs

A
  • ELD is not a bilingual program on its own

- Teachers seldom use and are not required to be proficient in L1

84
Q

Discuss “pull-out ELD” and what is a primary downside.

A
  • Most implemented using trained teacher (1 hr at a time)
  • Not as effective as in-classroom ELD
  • Pulls students away from interaction with English-speaking peers
85
Q

Discuss “ELD Class period” and what is a primary downside.

A
  • Typically secondary level
  • Segregation reduces the opportunity for rich academic instruction
  • Often no college-entrance-applicable credits
86
Q

Discuss “Content Based ELD”

A
  • EL’s learn English using academic, grade-level content

- Most effective when used in collaboration with content-area teachers

87
Q

Discuss “Sheltered Instruction / SDAIE (Specifically Designed Academic Instruction in English)”

A
  • Typically native/non-native speakers together

- Teachers typically have content background and knowledge of best practices in 2nd languages

88
Q

Describe the goal, timeline, general description and typical results for Transitional or Early-Exit Bilingual Education.

A
  • Mainstream students into English-only classes
  • 2-3 years
  • Content taught in L1 while being taught English
  • BICS but not CALP for either language leading to Subtractive Bilingualism.
89
Q

Identify some academic support that can be given during the transition phase to mainstream classes in Transitional (Early-exit) Bilingualism for: Challenge, Continuity, Connections, Comprehensiveness

A
  • Challenge: Think, learn and engage intellectually while studying literature over 6-8 weeks
  • Continuity: Connect to the mainstream class content
  • Connections: Build on existing knowledge (L1 first)
  • Comprehensiveness: Address both meaning and skill
90
Q

Describe Developmental or Maintenance Bilingual Education in terms of (1) Language support (2) view of bilingualism in society (3) when it is implemented (4) Ideal length of time (5) Use for Native Americans

A
  • Both L1 and L2 support
  • Bilingualism is a valuable asset for individual and society
  • Elementary
  • Beyond Elementary (Late Exit)
  • Restorative Bilingualism integrating local indigenous culture into English-language learning
91
Q

What was true about the Navajo immersion students vs. non-immersion students

A

Learned English equally well while acquiring Navajo as a heritage language

92
Q

How can a culture be preserved while implementing a Developmental Bilingual program?

A
  • Incorporate cultural values, knowledge and teaching methods
93
Q

What is the structure, goal and timeframe associated with Immersion Bilingualism?

A
  • Academic instruction in 2 languages
  • Additive bilingualism
  • K-12
94
Q

What is the structure and typical environment for US Enrichment Immersion?

A
  • Exclusive private schools

- Instruction in L2, travel abroad and frequent, structured peer-language use (French only meals)

95
Q

What are the structures and goals of Dual Language (Two-Way) Immersion TWI

A
  • Content area instruction in both languages (not mixed)

- High level of competence in both languages avoiding transethnification.

96
Q

What are 3 benefits of TWI to the language-minority student?

A
  • Gain self-esteem by assisting peers with language
  • Cultural pride
  • Increased motivation
97
Q

What can be some downsides in TWI

A
  • Can become Spanish Immersion with Hispanic children used as teaching tools for English-speaking children
  • A gap in language abilities can occur as content classes in English are slowed for EL’s and content delivery is slowed for Spanish learners
98
Q

What is the general goal of Newcomer Centers?

A

Offer recent immigrants an emotionally safe educational atmosphere that fosters rapid learning, acculturation, and enhancement of self-esteem

99
Q

Why aren’t Newcomer Centers a substitute for bilingual education?

A
  • Takes 3-5 years for mastery
  • Can fall behind in content instruction
  • Language is best learned in context of rich, meaningful academic instruction.
100
Q

Where are Newcomer Centers Located?

A

Within the schools, a separate program and location or district intake centers

101
Q

How are Newcomer Center typically implemented

A

Full or half day - as many as 4 years a little as a semester or summer

102
Q

What are the common, specific goals of Newcomer Centers?

A
  • Acquire enough English to move to the regular language support program
  • Develop academic skills
  • Understand US schools, expectations and community
103
Q

What is true of teaching strategies and manner of exit in Newcomer Centers?

A

Vary by school

104
Q

What are 3 predictors for EL success in HS and higher eduction?

A
  • Cognitively complex, grade level content taught in L1 part of the day and the same in L2
  • Teaching through both languages with varied activities that draw on students’ experiences
  • A transformed sociocultural context with two way bilingual classes used
105
Q

If the goal is bilingualism, activities should present classrooms activities as __ __

A

bilingual activities

106
Q

In what ways can L1 and L2 be separated in a bilingual classroom?

A
  • Time
  • Personnel
  • Subject
  • Manner of delivery
107
Q

When separating bilingual instruction by language, what message can be sent by consistently using the same language for given subjects?

A
  • That one language has higher status than the other
108
Q

Discuss “Concurrent translation”

A

Repeating in both languages. It’s not effective as students “tune out” L2

109
Q

What is a better way that concurrent translation for presenting subject matter in two languages?

A
  • Preview and review in one language and the presentation in the other
110
Q

What do some bilingual schools do in content areas until 5th grade?

A
  • Instruct content areas in L1
111
Q

How can the primary language be used in bilingual programs?

A
  • Teach academic material

- As an academic subject in its own right

112
Q

Describe how the primary language can be used to develop a conceptual base to translate into English in Literature?

A

Use familiar songs, poems, stories to expose students to different genres in L1

113
Q

Discuss using L1 in terms of the benefits for nouns, false cognates, grammar, stress and how students use L1 to assist with learning L2

A
  • Learned fastest when translated
  • Easy to highlight these
  • Can compare grammar
  • Lowers stress
  • Students map L2 onto L1
114
Q

Discuss using L1 in terms of drawbacks for usage, words with many meanings, practice in L2, implied value of speaking/listening in English

A
  • Overuse causes dependency
  • Can misunderstand words that have many meanings
  • Loss of practice
  • Assume lower value of communicating in English
115
Q

When students have a higher level of proficiency in bilingual classes, what practice can promote group solidarity and increase comprehension?

A

Code-switching

116
Q

In the code switching model, what language do students use to answer questions?

A

The language they feel most comfortable with while making presentations in the language assigned

117
Q

What is translanguaging?

A

Code-mixing where multilingual users carry out complex social and cognitive activities through strategic employment of multiple meaning-making resources to make the most of the their bilingual abilities.

118
Q

What model was given for translanguaging as part of dual-language instruction?
What did research show regarding the L2 learners?

A
  • 30 minutes English
  • 30 minutes Spanish
  • 30 review/guided/independent practice with students using the language of their choice or combining in a translanguaging sense.
  • Gains
119
Q

What are 7 best practices for bilingual/ELD/SDAIE classroom organization?

A
  • Active engagement
  • Nurturing environment, honor respect L2 and culture
  • Organized around themes
  • Depth over breadth
  • Cross disciplinary
  • Relevant to student lives
  • Opportunity for academic success
120
Q

What are the characteristics of the cooperative grouping classroom organization?

A
  • Mix EL’s/natives to work cooperatively
  • Equal access to well-defined roles that rotate
  • Mix groups regularly
121
Q

What is collaborative teaching?

A

Dual language teaching with L1 and L2 teachers working together - Co-teaching

122
Q

In co-teaching, what distinguishes

1) Team teaching
2) Complimentary teaching
3) Parallel teaching
4) Supportive Teaching

A

1) Equal, collaborative roles
2) Equal, alternating duties with each enhancing other’s work
3) Work with different groups in different sections of the classroom with different students
4) Aide in a supportive, subordinate role

123
Q

What are 4 signs of successful collaborative instruction?

A
  • Interpersonal communication is comfortable with disagreements easily resolved
  • Physical arrange of students, instructors, materials is fluid, shared and interspersed
  • Curricular planning is a mutual task acknowledging each partner’s expertise
  • Shared delivery and assessment of instruction

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