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Bilingual Generalist > Competency 001 > Flashcards

Competency 001 Flashcards

0
Q

Rios vs. Reed

A
  • 1977
  • Action suit due to program quality for ELL’s
  • Against Patchogue-Medford School District in New York
  • Called for L1 for content areas while developing English proficiency
  • foundation for many bilingual programs founded after the 1980’s
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1
Q

Lau vs. Nichols

A
  • 1974
  • Action suit against the San Fransisco Unified School District
  • Due to Chinese students falling behind due to no bilingual education
  • Court ruled in favor of plaintiffs for district to provide bilingual-bicultural education to students with limited English proficiency
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2
Q

Aspira vs. New York

A
  • 1974
  • went on during Lau vs Nichols
  • Demanded city wide identification of students who needed special language services
  • District wide bilingual education program was implemented
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3
Q

Serna vs Portales

A
  • 1972 and 1974
  • First successful court case seeking support for bilingual education
  • Court mandated bilingual and bicultural curriculum
  • procedures to monitor Hispanic student’s academic achievement
  • recruit bilingual personnel
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4
Q

AMAO

A

Annual measurable achievement objectives

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5
Q

SEA

A

State education agency

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6
Q

LEA

A

Local education agency

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7
Q

Title III

A

Title III is officially known as the English Language Acquisition, Language Enhancement, and Academic Achievement Act. Title III is a part of the federal No Child Left Behind Act of 2001 proposed and signed into law by the George W. Bush Administration. It is specifically targeted to benefit Limited English Proficient (LEP) children and immigrant youth. The Act states that LEP students must not only attain English proficiency but simultaneously meet the same academic standards as their English-speaking peers in all content areas.[1] Federal funding is provided to assist State Education Agencies (SEAs) and Local Education Agencies (LEAs) in meeting these requirements.

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8
Q

Title VII

The Bilingual Education Act

A
  • Provide funding for programs to address the needs of ELL’s

- Replaced with Title III in 2003 NCLB

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9
Q

LPAC

Language Proficiency Assessment Commitee

A
  • Composed of at least one administrator, teachers, and parent representative
  • regulates admission, treatment, dismissal, and follow up services to students in the bilingual or special language program
  • evaluates the results of a state developed criterion referenced test and norm-referenced achievement test
  • follows students progress for two years who have been exited from the program
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10
Q

ESL Pullout

A
  • students spend most of the day in mainstream classes and are “pulled out” of their classes for one or two periods
  • Limitations= students fall behind academically, get embarrassed, no support in native language
  • most expensive
  • least effective
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11
Q

Acculturation

A
  • The process in which members of different cultural groups within the same society reciprocally adopt and appreciate the attitudes, values, and language patterns of each other
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12
Q

NCLB

No Child Left Behind

A
  • 2001
  • Two components: Title I & Title III
  • promote English language development
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13
Q

TBE

Transitional Bilingual Education

A
  • Early Exit Program
  • Length = approx 2-3years
  • subtractive and remedial
  • program of choice bc it mainstreams students as soon as possible
  • use native language in conjunction with ESL instruction
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14
Q

Developmental Bilingual Education

DBE

A
  • Late exit
  • length = 4-5 years
  • additive and enrichment
  • late exit allows proficiency in L1 which students can then transfer literacy skills from L1 to L2
  • designed to mention L1 and L2
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15
Q

Diagraphs

A

Two or more letters representing one sound

Ex: gh- ; kn- ; sc- ; sch-

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16
Q

Graphemes

A

Letters

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17
Q

Phonemes

A

Basic unit of sound

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18
Q

Phonology

A

The study of sound system of a language

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19
Q

Semantics

A

The meaning system of a language is based on the culture and context of the conversation

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20
Q

Lexicon

A

The vocabulary of a language

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21
Q

Syntax

A

Organization of words in a sentence

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22
Q

Morphemes

A

Units of meaning which make up words
Ex: cars = 2 morphemes

(1) car = single
(2) s = plural

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23
Q

Morphology

A

The study of the structure of words or word formation

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24
Q

Lingua Franca

A

Native language used for communication in multilingual communications

25
Q

Submersion

A
  • Student is placed in an English speaking classroom with native English speakers regardless of English of English proficiency
  • student is expected to learn content in English
  • No L1 support
26
Q

TESOL

Teachers of English to speakers of other languages

A
  • Founded 1966

- purpose: to improve methods and strategies to teach English

27
Q

Immersion

A
  • students are taught in foreign language for entire day
  • volunteer for this
  • higher income class students
  • to learn a second language to become bilingual
28
Q

Vernacular Language

A

Native language or dialect

29
Q

Title I

A
  • helps students children from low socioeconomic status
  • requires school districts to hire highly qualified teachers
  • districts must provide evidence teachers are fully certified and proficient in languages used for instruction
  • due to ESEA (elementary secondary education act)
30
Q

First Dual Language Program of the 1960’s

A
  • Dade County, Florida
  • due to refugees fleeing communism in Cuba
  • Texas followed in 1964
31
Q

ESEA

Elementary & Secondary Education Act

A
  • 1965
  • provide financial support for public education
  • replaced by NCLB in 2001
32
Q

Title VI

A
  • prohibits institutions receiving federal funding from discriminating on the grounds of race, color, or national origin
33
Q

Castañeda vs. Pickard

A
  • 1981
  • Raymondville, TX
  • Action suit due to program quality
34
Q

U.S vs. The State Of Texas

A
  • 1981 and 1982
  • State Of Texas was ordered to to offer bilingual education to Mexican American students in K through 12th grade
  • led to the drafting Senate Bill 477 the current Bilingual Education Law in Texas
35
Q

Polymer vs. Doe

A
  • 1982

- guarantees the rights of undocumented immigrants to free public

36
Q

OCR

Office for Civil Rights Memorandum

A
  • Required districts nationwide to offer appropriate instruction to address the educational needs of language minority students
37
Q

Lau Remedies in 1975

A
  • instituted by the OCR
  • US commissioner of education introduced this guide to guide districts in the process of identification and evaluation of students in bilingual education programs
  • it stated that districts must not assign students to mentally retarded classes due to language deficit in English
  • Mandated bilingual education for elementary students and ESL for older students
  • eliminated by Reagan administration in 1980
38
Q

LULAC

League of United Latin American Citizens

A
  • Founded the English plus movement
39
Q

Spanish American League Against Discrimination

SALAD

A
  • Helped fund the English Plus Movement
40
Q

Home Language Survey

A
  • New students to district required to take it
  • What language is spoken in home? What language does your child speak the most?
  • if answer to any of the questions is something other than English, the child must be tested for language dominance and proficiency
41
Q

Testing for Reclassification as a fluent English Speaker

A
  • pass STAAR with 70 or above
  • LPAC decides
  • look at academic performance
  • teacher evaluation
  • parental input
  • student is monitored for 2 years
  • if student experience academic difficulty , LPAC has the option of returning student to the bilingual or ESL program
42
Q

Canada

A

Bilingual nation that experiments with immersion programs

43
Q

Early-Exit transitional bilingual education programs

A
  • mainstream students as soon as possible
  • promotes literacy in L1
  • offers native language instruction in K through grade 2
  • at least 45 minutes of ESL instruction
  • in self contained model teacher offers instruction in L1 & L2
  • perceived as remedial or compensatory
44
Q

Late exit Dual Language program

A
  • 4+ years of treatment
  • through grade 5th or 6th grade
    Two types of late exit programs:
    1. Developmental Bilingual Education
    • encouraged to maintain native language and add English
    • enrichment & additive
      1. Two-way dual language immersion
    • promotes development of both languages
    • language majority and minority students learn from each other in peer teaching
45
Q

Balanced program

A
  • 50/50 model

- equal instruction time in L1 and L2

46
Q

Minority/majority Language program

A
  • 90/10or 80/20
  • large percentage of instruction is done in minority language
  • means language majority students are placed in immersion format
47
Q

Half- Day Alternating Bilingual program

A

Morning lessons in one language

Afternoon lesson in the other language

48
Q

One- Day Alternating Bilingual Program

A
  • One full day is delivered in English

- the following full day is delivered in Spanish

49
Q

ESL

A
  • English as a Second Language
  • ESL programs are the bridge in early exit programs between native language and language development
  • program of choice if bilingual education program isn’t feasible in a district due to too many different foreign languages
50
Q

Self- contained

A

One instructor teaches all subjects

51
Q

Structured English Immersion

A
  • subtractive

- English only

52
Q

Sheltered English Approach

A
  • content and English taught at the same time
  • content made understandable to ELL’s through
    • hands on activities
    • concrete objects
    • simplified speech
    • physical activities
  • ## intermediate to advance English proficiency students
53
Q

AIR

American Institutes for Research

A
  • researched Title VII
  • Compared the performance of Spanish speaking students in Bilingual programs vs Spanish speaking students in all English program
  • 1978
54
Q

Ramirez Study

A
  • 1992
  • government sponsored study
  • studied the effectiveness of: early exit (TBE), late exit (developmental TBE), and structured English immersion
  • proved that late exit students out preformed students in early exit and immersion programs as well as students in mainstream classrooms!
55
Q

Thomas and Collier Study

A
  • examined performance of ELL’s in early exit, late-exit, or ESL models
56
Q

Summarizing

A

Students present the main content in their own words

57
Q

Question generating

A

Students gather significant content and design questions. Different level questions are utilized using blooms taxonomy

58
Q

Preview-review Approach

A

Lesson is started in one language. Body of lesson is taught in second language.

59
Q

Concurrent Approach

A

-Both languages are used to deliver instruction.

Bilingual Generalist (2 decks)

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