Domain 2: Competency 4

Question 1

Conversational Support for L2

Answer 1

Create participatory, inquire-based classrooms
Maintain high expectations for all students
Teach ESL through content-area instruction
Use thematic units
Incorporate culturally familiar learning strategies
Use a variety of strategies when teaching literacy
Provide appropriate and valid assessment
Recognize that students use both languages to learn

Question 2

Effective transfer from L1 to L2

Answer 2

Using skills that were learned from the native language and transfer those skills to the secondary language.

Question 3

Scaffold Instruction

Answer 3

Intersubjectivity (shared understanding) refers to the combined ownership of the task between the adult and the child, and setting a common goal.
The teacher is constantly evaluating the child’s progress and providing support.
Dialogues and interactions; the learner is an active participant and a partner in deciding the direction of the interaction, and not a passive recipient.
Reducing the support provided to learners so that they are in control and take responsibility for their learning. The important aspect of the transfer of responsibility is that the child has not only learned how to complete a specific task, but has also abstracted the process of completing the particular task.

Question 4

ESL students’ communication competence/oral proficiency

Answer 4

The effective ESL teacher models the use of extended language by providing rich narratives, explanation, and descriptions for students to follow. Ask questions and use prompts to help students reconstruct events and describe their topics or objects. Encourage students to be more precise in their descriptions. It is especially important to ask open-ended questions, such as questions that begin with “why” and “how.”

Question 5

Instructional Conversation

Answer 5

Emphasize communication and meaning, not correctness- do not correct every grammar mistake if you understood the meaning of the message.
Provide some patterned language to practice specific areas- verb tense, conjunctions, or transitions.
Use modeling- restate student’s sentence correctly.

Question 6

Provide feedback for students development of L2 skills (rephrasing, modeling)

Answer 6

Use vocabulary related to a predictable schedule and repeated classroom routines: roll call, recess, lunch, dismissal, etc. Repeat instructional practices such as circle time, literary circles, process writing, group projects.

Question 7

Stages of Development in Communication Skills

Answer 7

Stage 1: One-way communication (silent period)
Stage 2: Partial two-way communication (respond with gestures or native language)
Stage 3: Full two-way communication

Question 8

Positive Transfer (facilitate)

Answer 8

Cognates/morphology

Question 9

Negative Transfer (inhibit)

Answer 9

Negative transfers occur when speakers and writers transfer items and structures that are not the same in both languages

Question 10

Krashen

Answer 10

Affective Filter Hypothesis

Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can combine to ‘raise’ the affective filter and form a ‘mental block’ that prevents comprehensible input from being used for acquisition. In other words, when the filter is ‘up’ it impedes language acquisition.