DOMAIN I: Competency 1 Flashcards
Language Concepts/Systems
the sound system of a language.
phonology
the smallest unit of sound.
phoneme
the study of speech sounds, how they are produced, and their representation by a written symbol.
phonetics
a method for teaching reading and writing through phonemic awareness.
phonics
the ability to hear, identify, and manipulate phonemes.
phonemic awareness
the letter to sound correspondence or grapheme-phoneme relationship.
alphabetic principle
a variation of the phoneme that occur in speech.
allophone
means parts of the vocal tract that are used to produce a sound.
(bilabial, labiodental, dental, tongue, palatal, glottis, etc.)
place of articulation
refers to the way in which the airstream is modified in the vocal tract.
(oral and nasal; stops, fricatives, affricates, etc.)
manner of articulation
voiced sounds occur when the vocal cords wibrate when the sound is produced.
ELLs may find it difficult to feel the difference between a voiced and voiceless sound. fan/van, right/light, pig/big
voicing
two words that differ in one or two sounds.
sheep and ship
minimal pairs
tendency in English to simplify and link words togehter in the stream of speech, in order to help the language flow rhythmically.
“I agree.” sounds like “aiyagree”
connected speech
the structure analysis of words.
morphology
the study of the meaning units in a language such as root words, affixes, parts of speech, intonations and stresses, or implied context.
morphology
un, in, re, micro, after, non
prefixes
s, able, y, es, ing, tion, ed, ing, ive
suffixes
sequences of sounds that form the smallest units of meaning in a language.
cat and s
morphemes
cat (can stand alone)
free morpheme
cat s (s cannot stand alone)
bound morpheme
words in two languages that share a smiliar meaning, spelling, and pronunciation.
found in all content area subjects.
cognates
children at first may overgeneralize grammatical rules.
when a student learns suffix -ed for past-tense verb forms, they may say: goed (went), runned (ran), eated (ate).
overgeneralization
phrase and sentence structure.
syntax
the structure of sentences and the rules that govern their correctness.
syntax
(parts of speech, phrases, clauses, and sentence structure) rules determine meaning of sentences.
grammar
the way we process (comprehend and remember) units of language (spoken or written-lectures, narrative or expository texts).
discourse
subject-verb-object (SVO)
word order for english
word and sentence meaning.
semantics
the study of meanings of individual words and of larger units such as, phrases and sentences.
semantics
effect of context on language.
pragmatics
the area of language function that embraces the use of language in social contexts (knowing what to say, how to say it, and when to say it).
pragmatics
a specific reason to use language to meet a specific need or desire.
examples: request, give directions, complain, invite, inform, etc.
language function
the intersection of language and society.
how does language reflect society? how does language shape society?
sociolinguistics
expressions of non-verbal behavior are not universal and often can cause misunderstandings.
include body language, gestures, social distance, eye contact, touching, volume of voice, pointing and smiles.
nonverbal communication
refers to a variety of a language that is characteristic of a particular group of the language’s speakers that most often tied to regional speech patterns.
dialect
a social dialect (speech variety) spoken by a paticular social class group. (ebonics)
sociolect
language skills needed in social situations.
* “informal english
* day-to-day language
* language skills usually develop within 6 months-2 years after arrival in the U.S.
* not related to academic achievement
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they are not very demanding cognitively.
basic interpersonal communicative skills (BICS)
refers to formal academic learning.
this includes listening, speaking, reading, and writing about subject area content material.
* “formal english”
* this level of language learning is essential for students to succeed in school.
* it takes 5-7 years to acquire; if a child has no prior schooling or has no support in native language development, it may take 7-10 years to catch up.
* academic language acquisition is not just understanding of content area vocabulary. it includes skills such as, comparing, classifying, synthesizing, evaluating, and inferring.
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cognitive academic language proficiency (CALP)
