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FTCE Professional Education Test > Chapter 7- Teaching English > Flashcards

Chapter 7- Teaching English Flashcards

1
Q

AMAOs

A

Annual measurable achievement objectives

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2
Q

BICS

A

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

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3
Q

CALLA

A

Cognitive academic language learning approach

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4
Q

CALP

A

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

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5
Q

CELLA

A

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

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6
Q

CI

A

Comprehensible input

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7
Q

EDL

A

English language development

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8
Q

EFL

A

English as a foreign language

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9
Q

ELL

A

English language learner

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10
Q

ESE

A

Exceptional student education

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11
Q

ESL

A

English as a second language

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12
Q

ESOL

A

English for speakers of other languages

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13
Q

FEP

A

Fluent English proficient in listening, speaking, reading, and writing

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14
Q

FES

A

Fluent English speaker

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15
Q

L1

L2

A

L1: The students home/native language

L2: The language the student is in the process of learning

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16
Q

LEP

A

Limited English proficient

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17
Q

LER

A

Limited English reader

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18
Q

LES

A

Limited English speaker

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19
Q

LULAC

A

League of united Latin American citizens

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20
Q

MBE

A

Maintenance bilingual education

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21
Q

META

A

Multicultural education, training, and advocacy Inc.

22
Q

NEP

A

Non-English proficient

23
Q

NER

A

Non-English reader

24
Q

NES

A

Non-English speaker

25
Q

TESOL

A

Teachers of English to speakers of other languages

26
Q

PEP

A

Partially English proficiency

27
Q

SALA

A

Bureau of student achievement through language acquisition

28
Q

SLA

A

Second language acquisition

29
Q

TPR

A

Total physical response

30
Q

FLDOE coding for ELLs

LY

LP

LF

LZ

ZZ

A

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

31
Q

The Florida consent decree (6)

A

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

32
Q

Home language survey

A

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?

33
Q

ELL Proficiency levels

A

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

34
Q

Krashen’s Theory of second language acquisition (5)

A

The acquisition learning hypothesis

The monitor hypothesis

The natural order hypothesis

The input hypothesis

The Affective filter hypothesis

35
Q

The acquisition learning hypothesis

A

An adult second language ability is acquired through to into related systems: subconscious language acquisition and conscious language learning

36
Q

The monitor hypothesis

A

The crux of this hypothesis is that conscious learning can be used only as a monitor for the language attempts of the acquisition system.

37
Q

The natural order hypothesis

A

The grammatical rules and structures of the language are acquired in a predictable order.

38
Q

The input hypothesis

A

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.

39
Q

The affective filter hypothesis

A

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.

40
Q

ELL instruction methods (4)

A

ESOL sheltered instruction/structured submersion

ESOL Mainstream/Inclusion instruction

Home Language/Maintenance bilingual education (MBE)

Dual language

41
Q

ESOL sheltered instruction/structured submersion

A

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.

42
Q

ESOL main stream/inclusion instruction

A

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

43
Q

Home language/maintenance bilingual education (MBE)

A

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.

44
Q

Dual language

A

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

45
Q

ESOL instructional delivery approaches

A

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

46
Q

Learning experience approach

A

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.

47
Q

The natural approach

A

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

48
Q

Total physical response (TPR)

A

And approach developed by James Asher that uses commands in physical activity to increase language attention and understanding

49
Q

Whole language approach

A

Teaching literacy through the integration of listening, speaking, reading, and writing

50
Q

Integrated language teaching

A

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.

51
Q

Storytelling/retelling

A

Telling or reading highly predictable or familiar stories that make regular use of patterns and that can be easily pantomimed or dramatized

52
Q

The Florida English language development proficiency standards (ELD)

A

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.

FTCE Professional Education Test (8 decks)

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