CTEL: Test 2 - Domain 009 Flashcards
Current research emphasizes that … (2 things)
- meaningful and purposeful communicative interaction (oral and written) promote learners’ english language development and content learning
- the language that is learned takes precedence over the language that is taught
communicative competence
use of a language in a social setting is the key to language performance
4 components of communicative competence
- grammatica competence
- sociolinguistic competence
- discourse competence
- strategic competence -
grammatical competence
the skills and knowledge necessary to speak and write accurately
sociolinguistic competence
knowing how to produce and understand language in different social contexts
discourse competence
ability to combine and correct utterances
strategic competence
helps the language user repair breakdowns in communication and enhance effectiveness of communication
key features of communicative language teaching
- focus on meaning through interaction
- use of materials that reflect real world language
- allow learners to rehearse language used outside the classroom
- focus on previous knowledge
- plans a careful link between classroom language and real world language
Oral exercises that promote communicative interactions
- work on dialogs
- mock telephone conversations
- surveys with classmates or teachers
- find someone who..
Writing exercises that promote written interactions
- use labels and captions to explain bulletin board pictures
- use order forms for purchasing supplies
- write personal letters to a friend
- write scripts for plays
4 types of essays that promote written interaction
- enumeration
- compare/contrast
- problem/solution
- thesis/proof
Explicit teaching may be required when…
a basic feature of English is so illogical or dissimilar that it is not understood, even in context OR there are fluency issues (phonological)
Aspects of grammar that are particularly challenging to EL’s
- prepositions
- conjunctions
- interoggitives
- intensifiers (some, any, few, more, too)
- phrasal verbs (look over, pick up)
Communicative activities tend to be ___ in feedback as long as….
low, participants are understandable
Grammar feedback tends to invite what type of correction?
Right/wrong
Oral presentation feedback should focus on…
clarity, organization, audibility
Error correction guidelines for early/intermediate levels
high interest activities where errors do not impede meaning are useful
Error correcting guidelines for beginners
learners need to listen and loo at language but not have to produce it in public. individual or paired practice is useful.
Error correction guidelines for early advanced/advanced
Correction should focus on self correction balanced by targeted feedback from teacher
Teaching of grammar suggestions from Gascoigne
boldfacing target grammar forms in a text, raising the learner’s consciousness about forms through various noticing activities, careful choice of activities that involve correct language forms
Grammar instruction should be taught how?
Explicitly
Grammar interaction should focus on
correct usage and sentence structure
By providing grammar in context in an implicit manner…
we expose students to substantial grammatical study without alienating them from learning english
How to combine explicit and implicit instruction for grammar
Short, explicit grammar lesson and a function based lesson where the grammar is used in context
How to implicitly teach syntax
Have students work creatively with sentences by expanding, linking, and rearranging
How to implicitly teach grammar/writing
incorporate correct usage
Content literacy is defined as
the ability to use reading and writing for the acquisition of new content in a given discipline
Content based ELD is defined as
learning objectives are organized around academic subjects for students to master grade level material
For meaningful subject matter in a CBI-ELD approach…
a teacher should have past experience teaching similar content or ability to transfer knowledge OR content teacher is supported by ELD teacher and there are clear language objectives in addition to content objectives
CBI-ELD selection of vocabulary
abstract, specialized or difficult vocabulary is focused on
Approach to working with LTEL’s 1-7
- Place in a course for LTELs that focuses on academic language and grade level English
- Placement in rigorous grade level content classes
- Design lessons around language development
- Primary language program development
- Flexible master schedule that allows movement
- Schoolwide focus on study skills and metacognition
- Provide data on progress to parent/student
Suggestions for generation 1.5 (6)
- Active editing systems
- Grammar reference cards
- Non directive feedback employing quizzical tones
- Appeal to oral language based on statements “that doesn’t sound right”
- Use intuitive grammar
- Ask questions rather than directive feedback
