CTEL: Test 2 - Domain 007

Question 1

Cummins 2 language skills

Answer 1

BICS (basic interpersonal communication skills) and CALP (cognitive academic language proficiency)

Question 2

BICS involves…

Answer 2

language skills and functions that allow students in schools to communicate in social contexts similar to home

Question 3

BICS is _______ embedded because…

Answer 3

content embedded because participants can provide feedback to one another, and factors apart from linguistic code can provide meaning

Question 4

CALP, in contrast with BICS….

Answer 4

the language needed to perform abstract and decontextualized school tasks seriously. Students must rely on language to attain meaning.

Question 5

CALP enables the human brain to systematically…

Answer 5

categorize, compare, analyze, and accommodate new experiences

Question 6

How to develop CALP

Answer 6

hands on objects and activities that are simple at first and begin asking students to engage in more complex tasks such as classifying, arranging, etc.

Question 7

It is estimated to take ____ years to develop CALP after initial exposure

Answer 7

5-7

Question 8

4 levels of difficult in CALP

Answer 8

Level 1: Cognitive undemanding/context-embedded
Level 2: Cognitively undemanding/context reduced
Level 3: Cognitively demanding/conxext embedded
Level 4: Cognitively demanding/context reduced

Question 9

Example of Level 1 of CALP

Answer 9

talking with friends, ordering a book in the library, playing sports

Question 10

Examples of Level 2 of CALP

Answer 10

ordering a book by phone, following instructions from a message, reading a letter

Question 11

Examples of Level 3 of CALP

Answer 11

solving a math problem, using graphs, doing hands on science experiments, playing interactive computer games

Question 12

Examples of Level 4 of CALP

Answer 12

proving math theorems, writing a research report, listening to a lecture

Question 13

Ways teachers can modify and scaffold language without simplification

Answer 13

• Precise articulation
• Gestures
• Intonation
• Syntactic shorter sentences with subject-verb-object order
• Pragmatic - longer pauses, slower delivery
• Discorse markers - repetition, “now”, “first”, second
• Clarification checks
• Soliciting written input
• Use of primary language for simple directions

Question 14

Using repetition and paraphrase in giving directions without simplification

Answer 14

using organizational repetition (teaching the same thing at the same time each day), using specific locations for specific content, elaboration - sharing redundant information

Question 15

Clarification of concepts using primary knowledge to scaffold

Answer 15

primary language resources that can help with key concepts

Question 16

Using realia, manipulative, and hands on materials for scaffolding content without simplification

Answer 16

provide science equipment, models, manipulative

Question 17

Checking for understanding - reading comprehension

Answer 17

ask students to summarize in their own words

Question 18

Checking for understanding - literal questioning

Answer 18

check whether students understand directions or procedures

Question 19

How to help students continue momentum and solve ongoing problems

Answer 19

formative assessment

Question 20

Formative assessment could involve…

Answer 20

progress checks, helping students evaluate performance in light of goals

Question 21

Formative assessment monitoring focuses more on the…

Answer 21

student

Question 22

CALLA - what is it and who was it designed for

Answer 22

Cognitive academic language learning approach - meant for advanced beginners to intermediate learners

Question 23

Explicit instruction of metacognitive strategies

Answer 23

• Planning - skimming a text to look at organization and complete learning task
• Monitoring - clarifying concepts as a unit proceeds
• Evaluating - self evaluation of a how a task was accomplished

Question 24

Explicit instruction of cognitive strategies

Answer 24

• activating prior knowledge
• taking notes
• grouping notes
• linguistic transfer - identifying cognates from L1

Question 25

Vocabulary instruction includes 3 types of knowledge about words:

Answer 25

Procedural> how to use the word, which form, in what context

Declarative> what a word means

Conditional > when to use a word

Question 26

Vocabulary considerations: form and function

Answer 26

form: broad range of linguistic/expressive devices

function” the purpose served by forms in discourse

Question 27

Langauge has specific forms and functions used in distinctive discourse.

Example of english narrative discourse and academic discourse

Answer 27

english: verbs in present tense and past tense is common

academic discourse: passive voice and impersonal gender

teacher need to teach these distinctions

Question 28

Explicit instruction in genre for EL’s

Answer 28

teacher instruct students in the components of each genre.

must instruct in vocabulary, morphology, syntax, and cognitive strategies

Question 29

Whole discourse tasks

Answer 29

• draw on all levels of context
• require real interaction
• can be completed using different strategies

teachers do not participate unless necessary

Question 30

3 tasks that encourage students to experiment with language:

Answer 30

Dictogloss: teacher reads a text, students write the parts they can, students work tougher to compose the text from their notes

Reading graffiti - teacher writes a text on the board, students write questions

Floor squares - students wander around the room, looking at questions write on paper on the floor as music plays. When music stops, students ask nearest partner the question closest to them.