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EAS exam > Competency 002 (English Language Learners) > Flashcards

Competency 002 (English Language Learners) Flashcards

1
Q

Competency 002

A

The ESL teacher understands the processes of first-language (L1) and second-language (L2) acquisition and the interrelatedness of L1 and L2 development.

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2
Q

Why children learn language

A

They are in real situations learning about important and interesting things

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3
Q

Poverty impact on Language Development

A

Socioeconomic status impacts amount of vocabulary, types of language used at home, experience in communication and prediction.

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4
Q

Variations in Language Use

A

Language forms learned in a speech community

(i.e., dialects and patterns used in different geographic locations, socioeconomic status, and cultures).

Know your attitudes about “correctness” and avoid making assumptions based upon dialect

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5
Q

Piaget’s Stages of Cognitive Development

A

Stage 1: Sesorimotor (0-2)

Stage 2: Preoperational (2-7)

Stage 3: Concrete Operational (7-11)

Stage 4: Formal Operational (11 +)

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6
Q

Krashen’s Theory of Second Language Acquisition

A

Contains 5 Hypotheses:
1. Acquisition (subconscious through practice)-Learning (passive process of direct teaching through lecture): Both happen together.
2. Monitor: conscious effort to apply known rules
3. Natural Order: Learn L1 first
4. Input: Comprehensible input–not too easy, not too hard.
5. Affective filter: Motivation, self confidence, and anxiety can give mental block

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7
Q

Vygotsky’s Zone of Proximal Development

A

Greatest learning occurs when instruction is focused with a skilled partner such as a teacher, parent, or peer

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8
Q

Affective Filter

A

barrier in mind that increases with high anxiety

High affective filter has negative effect on L2 acquisition.

Low anxiety facilitates language acquisition. Overt correction raises affective filter. Need positive, comfortable, welcoming environment.

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8
Q

5 Stages of Second Language Acquisition

A
  1. Preproduction (0-6mos): minimal comprehension, silent, nonverbal response
  2. Early production (6mos-1yr): limited comprehension, communicates with one key word and short phrases
  3. Speech Emergence (1-3 yrs): good comprehension, produce simple sentences, misunderstands idioms
  4. Intermediate Fluency (3-5 yrs): excellent comprehension, participates in academic discussion, makes few errors. misunderstands idioms
  5. Advanced Fluency (5-7 yrs): near native fluency
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8
Q

Basic Interpersonal Communication Skills (BICS)

A

Skills for everyday and routine classroom situations; “conversational language”; includes nonverbal cues, gestures, analyzing, summarizing

2-3 years

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9
Q

Metacognition & Learning

A

Awareness of one’s mental processes

ability to control own learning

helps students become active and strategic learners

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10
Q

Cognitive Academic Language Proficiency (CALP)

A

Formal academic learning; “academic language”; includes nonverbal cues, gestures, analyzing, summarizing

5-7 years

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11
Q

How to help students be aware of learning process (metacognition)

A

explicitly present & review both content and language goals

assess & activate background knowledge

Use graphic organizers to explain hierarch, category, and sequence

do think aloud

teach students to monitor, predict, analyze and summarize what they are learning

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12
Q

Common Underlying Proficiency (CUP)

A

If student knows a concept in L1, it is easier to learn about it in L2

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13
Q

Bridge between L1 and English

A

L1 proficiency gives strong foundation for learning English because they are able to transfer the basic language skills

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14
Q

Cognates

A

words that share similar spelling, pronunciation, and meaning in two languages; explicitly instruct students to be aware of cognates and use them strategically

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15
Q

False Cognates

A

Sound or look like same word but are not. (e.g., pie-foot, actual-current)

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16
Q

L1 interference with L2

A

negative transfer (apply rules from home language that don’t apply to l2);

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17
Q

Errors

A

gaps in knowledge;

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18
Q

Mistakes

A

lapses in performance

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19
Q

Zero transfer

A

There are sound spelling and syllable patterns in English don’t transfer b/c they don’t exist in Spanish

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20
Q

Common English Syntax

A

Subject - Verb - Objec

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21
Q

Effective L2 instruction

A

create supportive, risk free environment- lower affective filter

build on background knowledge (patterns and structures from L1 that have positive transfer)

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22
Q

Cooperative Learning

A

Approach to instruction in which students work with a small group of peers to achieve a common goal and help one another learn.

Make learning meaningful for diff. cultural backgrounds

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23
Q

Funds of Knowledge

A

Knowledge that families and community members have acquired in many areas of work, home, and religious life that can become the basis for teaching.

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24
Q

Scaffold Instruction

A

Align instruction with proficiency level and a little higher to encourage growth

ex: speaking slowly and restating

gestures

picture dictionary

L1 translation

extra response time

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25
Q

Robust Vocab Instruction

A

Use multimedia to teach meanings and usage norms (formality, register, connotation)

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26
Q

Functionalist

A

Communicative situation motivates, constrains, or otherwise determines grammatical structure.
Their account of language development focus on language performance as driven by input from the environment.
Which provides linguistic information that allows mappings between language forms and language functions.

27
Q

Cognitive

A

Knowledge of language arises out of language use and is intimately tied to more general learning strategies.
Language development is supposed to be guided by these principles. The development of the child’s thinking determines when the child can learn to speak and what the child can say

28
Q

Interactionist

A

Language is considered a communicative behavior that develops through interaction with other human beings
Suggests that language development occurs largely as a result of behavioral reinforcement in a child’s environment.

29
Q

Nativist

A

Language acquisition occurs largely as a result of an innate biological process. All humans have an innate ability to acquire language; children are born with a hard-wired language acquisition device (LAD) in their brains; human brain is predisposed to process language input according to some preset principles and will formulate rules for the comprehension and production of language.

30
Q

Modify expectations of student performance

A

Provide multiple pathways tow show they’ve learned

31
Q

Strategies for learning and remembering new words

A

write down, quizlet, index cards, visual aids, etc.

32
Q

A fourth-grade ESL teacher is preparing her students for their state-mandated writing exam where they’ll be required to write a short expository essay. She hands out a practice prompt and asks for student volunteers to form a “think-aloud” panel as they consider the prompt and possible response strategies. What ESL model does this instructional activity most closely fit?

(A) Total Physical Response

(B) Cognitive Academic Language Learning Approach (CALLA)

(C) Immersion

(D) Suggestopedia

A

The correct response is (B).

In encouraging students to explain how they would approach the prompt, the teacher is promoting their metacognitive understanding of the writing process, a content-specific skill. The Cognitive Academic Language Learning Approach (CALLA) smoothly integrates content and academic language skills and encourages metacognition, all of which are demonstrated in this teaching activity. (A) is incorrect because, while participating in a panel and being in a “fishbowl-type” class situation, the students are not responding to instructions, as is typical in TPR settings. (C) is incorrect because the students are in an ESL classroom where the instructor is clearly providing instructional scaffolding for content-area mastery. (D) is incorrect because the classroom is not structured in the typical Suggestopedia format (where music, seat arrangement, and relaxing movements create a soothing environment).

33
Q

Mr. Christopher, a middle school social studies teacher, has a mainstream class that includes a large number of intermediate ESL students. His ESL students are having trouble understanding the basic information in each chapter. Ms. Caranza, a colleague who teaches ESL classes, suggests two things: (1) that he break up his lectures into mini-lessons; and (2) that he create groups that include two or more native speakers in each and allow students to network with each other after each mini-lesson. 2. The language-learning scaffold that Ms. Caranza’s advice reflects is

(A) syllabus-based instruction.
(B) reliance on universal grammar.
(C) the zone of proximal development.
(D) holistic assessment.

A

The correct response is (C).

Vygotsky’s zone of proximal development (ZPD) theory suggests that learners can be guided toward higher levels of understanding and independent learning through scaffolding offered by teachers and knowledgeable peers. Grouping that ensures the ESL students can network with native speakers will help them negotiate the ZPD. (A) is incorrect because the issue of a syllabus is irrelevant in this scenario. Clearly, the instructor is interested in promoting student learning rather than staying on some sort of schedule. (B) is incorrect because the concept of universal grammar does not figure into this learning transaction. It is a content-based situation. (D) is incorrect because the core issue in this scenario is comprehension, not assessment.

34
Q

Which of the following statements best explains the value of mini-lessons in helping ESL learners acquire content knowledge?

(A) Mini-lessons are short in order to keep ESL students from getting bored when they don’t understand

(B) Mini-lessons enable the teacher to divide a lesson into manageable “chunks” of information to help students receive comprehensible input

(C) In mini-lessons, difficult concepts are omitted, so even beginning ESL learners are able to understand

(D) Mini-lessons are delivered very quickly so that the teacher is able to cover a lot more information in a class session

A

The correct response is (B).

Although the mini-lesson approach is not restricted to ESL teaching, it is particularly suited to language-learning environments because presenting content information in smaller segments (rather than in a single, long lecture or presentation) promotes students’ understanding of complex information. Typically, mini-lessons focus on a discrete learning objective and are delivered in 5- to 20-minute segments, depending on how much discussion and application are necessary. (A) is incorrect, although it could be argued that when students don’t understand, they do demonstrate signs of boredom. Averting boredom borne out of lack of understanding is likely a positive side effect of mini-lessons, but not the central rationale for using this approach. (C) is incorrect because the mini-lesson approach does not leave out complexity. Instead, it is designed to make complex concepts accessible. (D) is incorrect because mini-lessons are short but not quickly delivered.

35
Q

Mr. Christopher plans to use Ms. Caranza’s mini-lesson and networking suggestion to promote his ESL students’ understanding of social studies content. Which of the following additional classroom activities would help him meet his goal?

(A) After each networking session, each group offers the following report to the whole class: “We think the most important information in this mini-lesson is ________, but we want more explanation of ________.”

(B) Before each networking session, the teacher asks each student to write down one word he or she doesn’t understand. He then creates a class list of vocabulary words.

(C) As part of each networking session, students silently reread the section of the chapter just covered in the mini-lesson.

(D) At the end of each networking session, each student writes a paragraph summarizing the information in the mini-lesson.

A

The correct response is (A).

In ending each mini-lesson and networking session with a one-sentence report of each group’s understanding, the teacher is promoting English-language proficiency and content knowledge by integrating listening, speaking, reading, and writing skills in a nonthreatening class activity. Furthermore, this feedback while class is still in session enables the teacher to reinforce learning and to clarify misunderstandings. (B) is incorrect because the teacher has identified comprehension as the issue with which he is concerned. A vocabulary exercise would have limited or no impact on the bigger problem. (C) is incorrect because having students independently read something that they already don’t understand will not address the teacher’s goal to boost comprehension. (D) is incorrect because writing an effective summary requires holistic understanding of the content. Rather than promoting comprehension, writing a summary of content that they don’t understand is likely to frustrate the students.

36
Q

A high school with a large population of ESL students whose L1 is Spanish starts out newcomers and intermediate learners in content classes taught in Spanish. As students gain L2 competence, they are moved to content classes made up only of ESL students. When the ESL students demonstrate increased language proficiency, they are mainstreamed into content classes. This approach to ESL instruction is known as

(A) acculturation.
(B) bilingual education.
(C) sheltered instruction.
(D) immersion.

A

The correct response is (C).

The scenario describes the typical sheltered instruction approach, which gradually moves language learners to mainstream classes. (A) introduces an aspect of language acquisition not germane to this teaching scenario. (B) misinterprets the scenario: mainstreaming is not focused on bilingualism but instead on learning academic content. (D) is incorrect because the sheltered-instruction approach offers substantive linguistic and content scaffolding for learners. The immersion approach is sometimes pejoratively referred to as “sink or swim,” suggesting that scaffolding in that approach is limited or nonexistent.

37
Q

What is syntax?

A

Word order

38
Q

What are semantics?

A

Synonyms
Antonyms
Hyponyms
Meronyms
Homonyms
Homographs
Homophones

39
Q

What is a synonyms?

A
  • different words that have the same or a similar meaning
    EX: big/large
40
Q

What are antonyms?

A

Words that have opposite meanings

Ex: tall/short

41
Q

What are hyponyms?

A

Words that fall under a more general term

Ex: the hyponyms for animal are dog, cat, pig, etc

42
Q

What are meronyms?

A

Words that are part of a more general term

Ex: the meronyms for cat are paws, tail, whiskers, etc

42
Q

What are homonyms>

A
  • words that share the same spelling or pronunciation, but have different meanings
    EX: homographs and homophones are 2 kinds of homonyms
43
Q

What are homographs?

A

Words that are spelled the same but have different meanings

Ex: bass (a deep sound
Bass (a fish)

44
Q

Semanitcs Map

A
  • word webs, can be used to visually display the meaning-based connections between a word or phrase and a set of related words or concepts
44
Q

What are homophones?

A

Words that are pronounced the same, but have different meanings

Ex: four (the number)
For (as in, “I got this for you”

45
Q

Syntax is…?

A

the set of rules, principles, and processes that govern the structure of sentences in a given language, usually including word order.

46
Q

English syntax consists of:

A

Word order
Punctuation
Tense and aspect
Use of determiners
Use of countable and uncountable nouns
Use of connectors

47
Q

What is word order?

A
  • In a basic declarative statement, the subject comes first, followed by the verb, and then by the objects and adverbial phrases, if there are any
48
Q

What is punctuation?

A

In written English, the essential marks of punctuation are , . ; : ? ! and “. In spoken English, punctuation is indicated by pauses, stressed words, and inflections of the voice (intonation).

49
Q

What is tense and aspect?

A

These elements indicate if a statement is referring to past time, present time, or future time, and if the statement is referring to a single action, a repeated or regular action, or a progressive/ongoing state or action.

50
Q

What is use of determiners?

A

These provide information about nouns; vital for forming meaningful statements or questions (a, an, the, this, that, my, your, some, many, etc.).

51
Q

What is the use of countable and uncountable nouns?

A

The quantity of countable nouns can be determined by counting (apples, students, stores, etc.); uncountable nouns cannot be counted with numbers (water, beauty, safety, etc.).

52
Q

What is the use of connectors?

A

These relate words, phrases or clauses to each other (if, so that, therefore, however, etc.).

53
Q

What is an example of different syntactic rules in Spanish that is different from English?

A

the subject can be omitted when the verb form indicates who the subject is. Additionally, typically an adjective comes after the noun it describes.

54
Q

What is an example of different syntactic rules in
German that is different from English?

A

the word order in a main clause can be rearranged to emphasize something other than the subject.

55
Q

What is an example of different syntactic rules in
China that is different from English?

A

the topic of a sentence often comes first as opposed to the subject.

56
Q

What is metacognition?

A
  • is being aware of thought processes and ways to approach one’s own learning.
  • “thinking about thinking”
57
Q

what is “thinking about thinking” in metacognition?

A
  • it is a process that needs to be integrated throughout the teaching lessons so that the learner is prepared to tackle similar situations in the future
58
Q

What is a example of “thinking of thinking”?

A
  • if a student is trying to express a thought and cannot come up with the specific term, he can use paraphrasing to explain his thinking
59
Q

What is a strategy of metacognition?

A

rewording: keeps the speaker from having to interrupt his flow of speech

60
Q

Memorization

A

It is important to connect the concrete object to a label and then use this basic vocabulary to develop a more extensive one.

61
Q

ELPS Proficiency Beginner Level

A

Students have little or no ability to understand spoken English used in academic or social settings.

62
Q

ELPS Proficiency Intermediate Level

A

Students have the ability to understand simple, high-frequency spoken English used in routine academic and social settings.

63
Q

ELPS Proficiency Advanced Level

A

Students have the ability to understand, with second language acquisition support, grade-appropriate spoken English used in academic and social settings

64
Q

ELPS Proficiency Advanced High Level

A

Students have the ability to understand with minimal second language acquisition support, grade-appropriate spoken English used in academic or social settings.

EAS exam (5 decks)

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