Domain 1: Competency 2 Flashcards
First-Language
L1 (Native)
Second-Language
L2
Noam Chomsky
Believes children are able to learn superficial grammar of a specific language because all language is founded on the universal grammar rules. Due to the universal grammar rules, he believes that children already know the basic functions.
Code Switching
Changing from native language to the other while speaking/writing
Krashen’s Theory of Second Language Acquisition
5 Hypothesis
Krashen- Acquisition-learning hypothesis
Two systems- the acquired and learned system. The acquired system is similar to the first language learning process and requires interaction with the second language and natural communication. The learning or learned system is a conscious process of formal instruction. Krashen believes this is not as important as the acquired system.
Krashen- Monitoring hypothesis
Focus on the rule and correct deviations from normal speech.
Krashen- Natural Order hypothesis
Acquisition of grammar follows a natural rule and process
Krashen- Input hypothesis
How second language takes place- acquisition NOT learning
Krashen- Affective Filter hypothesis
Filters or blocks second language information or input for secondary acquisition
Dr. Marzano
6-step process for vocabulary
First 3 steps of Dr. Marzano’s process
assist the teacher in direct instruction
Last 3 steps of Dr. Marzano’s process
provide the learner practice and reinforcement
Dr. Marzano- Step 1
The teacher will give a description, explanation, or example of the new term. (Direct Instruction)
Dr. Marzano- Step 2
The teacher will ask the learner to give a description, explanation, or example of the new term in his/her own words. (Direct Instruction)
Dr. Marzano- Step 3
The teacher will ask the learner to draw a picture, symbol, or locate a graphic to represent the new term. (Direct Instruction)
Dr. Marzano- Step 4
The learner will participate in activities that provide more knowledge of the words in their vocabulary notebooks. (Practice & Reinforcement)
Dr. Marzano- Step 5
The learner will discuss the term with other learners. (Practice & Reinforcement)
Dr. Marzano- Step 6
The learner will participate in games that provide more reinforcement of the new term. (Practice & Reinforcement)
Lau v. Nichols
Before 1974, ELs did not receive systematic assistance for their language needs. The approach known as “sink-or-swim” was outlawed by the U.S. Supreme Court as a violation of minority children’s civil rights in this case.
TESOL (Teaching English to Speakers of Other Languages)
6 principles:
Know Your Learners
Create Conditions for Language Learning
Design High-Quality Lessons for Language Development
Adapt Lesson Delivery as Needed
Monitor and Assess Student Language Development
Engage and Collaborate within a Community of Practice
Linguistic Competence
The knowledge of the English linguistic code, including lexical items, rules of morphology, syntax, sentence-grammar semantics, and phonology. Often times ESL students may thoroughly understand all of the rules of the English language but may be unable to apply them to oral communication.
Linguistic competence asks: What words do I use? How do I put them into phrases and sentences?
Discourse Competence
The ability to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances.
Discourse competence asks: How are words, phrases and sentences put together to create conversations, speeches, email messages, newspaper articles?
Socio-linguistic Competence
The knowledge of the sociocultural rules of language and of discourse. Sociolinguistic competence includes being culturally sensitive to social rules such as taboos and politeness. Sociolinguistic competence is culturally specific.
Sociolinguistic competence asks: Which words and phrases fit this setting and this topic? How can I express a specific attitude (courtesy, authority, friendliness, respect) when I need to? How do I know what attitude another person is expressing?
Strategic Competence
The verbal and nonverbal communication strategies that may be called into action to compensate for breakdowns in communication due to performance variables or due to insufficient competence. Some examples of strategic competence are asking questions, taking turns, using gestures, role playing, etc.
Strategic competence asks: How do I know when I’ve misunderstood or when someone has misunderstood me? What do I say then? How can I express my ideas if I don’t know the name of something or the right verb form to use?
