Chapter 7- Teaching English Flashcards
AMAOs
Annual measurable achievement objectives
BICS
Basic interpersonal communication skills
Language skills that are used to communicate with others in a social environment
Can take six months to two years to acquire
CALLA
Cognitive academic language learning approach
CALP
Cognitive academic language proficiency
Language skills required for academic achievement, or sell acquired as easily as BICS
Can take 5 to 7 years for students to acquire CALP
CELLA
Comprehensive English language learning assessment
Measures ELL‘s progress toward attaining English language proficiency in oral language skills and literacy skills.
Level A: K-2
B: 3-5
C: 6-8
D: 9-12
ELL take the CELLA annually until they are reclassified as English proficient
CI
Comprehensible input
EDL
English language development
EFL
English as a foreign language
ELL
English language learner
ESE
Exceptional student education
ESL
English as a second language
ESOL
English for speakers of other languages
FEP
Fluent English proficient in listening, speaking, reading, and writing
FES
Fluent English speaker
L1
L2
L1: The students home/native language
L2: The language the student is in the process of learning
LEP
Limited English proficient
LER
Limited English reader
LES
Limited English speaker
LULAC
League of united Latin American citizens
MBE
Maintenance bilingual education
META
Multicultural education, training, and advocacy Inc.
NEP
Non-English proficient
NER
Non-English reader
NES
Non-English speaker
TESOL
Teachers of English to speakers of other languages
PEP
Partially English proficiency
SALA
Bureau of student achievement through language acquisition
SLA
Second language acquisition
TPR
Total physical response
FLDOE coding for ELLs
LY
LP
LF
LZ
ZZ
LY: K-12 grade ELL enrolled in class specifically designed for ELL‘s
LP: 4-12 grade ELL who is oral and oral for English proficient based on testing, but for whom the reading/writing test is pending
LF: K – 12 grade former ELL who is followed for a two-year period after having exited from the ESOL program
LZ: K – 12 grade former ELL who exit in the program more than two years ago
ZZ: K – 12 grade non-ELL
The Florida consent decree (6)
A settlement agreement reached in 1990, LULAC et al v. Florida Board of Education advocating for the rights of EOL
Section 1: identification and assessment
2: equal access to appropriate programming
3: equal access to appropriate categorical and other programs for LEP students
4: Personnel
5: Monitoring issues
6: Outcome measures
Home language survey
The survey that is given to all Florida students at the time of enrollment
(A) is a language other than English used in the home?
(B) did the student have a first language other than English?
(C) does the student most frequently speak a language other than English?
ELL Proficiency levels
Beginning: speaks and understands below grade level spoken English
Low intermediate: speaks and understands at or below grade level spoken English
High intermediate: speaks and understands at grade level spoke English with minimal support
Proficient: speaks and understands at grade level spoken English in a manner similar to non-ELL
Krashen’s Theory of second language acquisition (5)
The acquisition learning hypothesis
The monitor hypothesis
The natural order hypothesis
The input hypothesis
The Affective filter hypothesis
The acquisition learning hypothesis
An adult second language ability is acquired through to into related systems: subconscious language acquisition and conscious language learning
The monitor hypothesis
The crux of this hypothesis is that conscious learning can be used only as a monitor for the language attempts of the acquisition system.
The natural order hypothesis
The grammatical rules and structures of the language are acquired in a predictable order.
The input hypothesis
Acquiring second language ability requires that learners receive comprehensible input that slightly exceeds their current level of ability. Input is advanced by the use of visual , graphics etc.
The affective filter hypothesis
Affective factors such as emotions, feelings, and dispositions can impact second language acquisition.
The optimal affective conditions are that the learner is motivated, has self-confidence and a good self image, and has a low level of anxiety.
ELL instruction methods (4)
ESOL sheltered instruction/structured submersion
ESOL Mainstream/Inclusion instruction
Home Language/Maintenance bilingual education (MBE)
Dual language
ESOL sheltered instruction/structured submersion
The students are sheltered since their classes include only ELL ‘s. Students can share the same home language or have different home languages. They may use their home language in class however teachers instruction is adapted to the students proficiency levels and supported with gestures/models.
ESOL main stream/inclusion instruction
ELL‘s are instructed in a regular education class with fluent English speakers where they are taught by a subject area qualified ESOL endorsed and certified teacher, along with additional instructional supports and services as needed
Home language/maintenance bilingual education (MBE)
ELLR taught basic subject areas by a bilingual teacher in their native language in class is composed of only ELL ‘s. The ELL’s native language skills are built upon as they learn English.
Dual language
Classrooms are composed of both ELL‘s in native language speakers. Instruction in English and in the ELL native language so both groups of students become proficient in both languages
ESOL instructional delivery approaches
The cognitive academic language learning approach (CALLA)
Language experience approach
The natural approach
Total physical response (TPR)
Whole language approach
Integrated language teaching
Storytelling/retelling
Learning experience approach
An approach based on the idea that students can produce language from first-hand experiences, and that this den can be turned into written material for reading.
The natural approach
And approach based on Christian’s status of language acquisition designed to develop communicative language skills, both oral and written, the experiences with words in accordance with the way children require language naturally
Total physical response (TPR)
And approach developed by James Asher that uses commands in physical activity to increase language attention and understanding
Whole language approach
Teaching literacy through the integration of listening, speaking, reading, and writing
Integrated language teaching
Language learning is interwoven with instruction in the content area, rather than treated as a isolated topic in which instruction concentrates on Grandma rules and verbal conjunctions.
Storytelling/retelling
Telling or reading highly predictable or familiar stories that make regular use of patterns and that can be easily pantomimed or dramatized
The Florida English language development proficiency standards (ELD)
Aligned with the language arts Florida standards LAFS
The ELD standards cover 6 domains: reading literature, reading informational text, foundational skills, writing, speaking and listening, and language
Level 1-3: Stages of ELD that ELL’s are expected to progress through as they gain increasing proficiency in English
Level 4: Fully English proficient in listening, speaking, reading, and writing, both academically and socially, in a manner on par with their native English speaking peers.
