DOMAIN II: Competency 3

Question 1

based on the premise that a second language should be learned more like the first language.
it uses only the target language for instruction and builds up a collection of everyday vocabulary and sentences quickly without teaching grammar explicitly.
the teacher teachers vocabulary through pictures, objects and elaborate pantomime, and the students figure out the grammar they go.

Answer 1

the direct method

Question 2

teaches grammatical structure patterns and vocabulary through the repetition and memorization of set phrases or dialogues (usually with audio decives). once students have mastered a dialogue, the teacher introduces new vocabulary, which the students will then substitute for another word in the dialogue.

Answer 2

the audiolingual method (ALM)

Question 3

involves the teacher giving more and more complex orders to the students, who then respond with a physical action. the students then get to order action commands to each other and the teacher for speaking practice.

Answer 3

total physical response (TPR)

ESL teaching methods of the 1970s-80s

Question 4

activities take place with Baroque music playing in the background. the idea is that the music will relax the mind so that it can retain more material.

Answer 4

suggestopedia

ESL teaching methods of the 1970s-80s

Question 5

a method in which the teacher is very hands-off, providing only props, charts and minimal spoken information and then backing off to allow the students to work together to solve language problems.

Answer 5

the silent way

ESL teaching methods of the 1970s-80s

Question 6

based on the idea that language learning takes place when what students hear or read is comprehensible but just beyond their production abilities. they are encouraged to enjoy a “silent period” until they’re ready to begin producing language on their own, and the focus is on basic, every day, interpersonal situations like shopping, ordering in a restaurant, leaving a phone message, etc.

Answer 6

the natural approach

ESL teaching methods of the 1970s-80s

Question 7

classroom should provide opportunities for rehearsal of real-life situations and provide opportunity for real communication.
* language activities are presented for situational role-plays or scenarios.

Answer 7

communicative approach

ESL teaching methods of the 1990s-present

Question 8

a way of structuring a syllabus around “notions,” real-life situations in which people communicate, which are further broken down into “functions,” specific aims of communication.

Answer 8

functional-notional approach

ESL teaching methods of the 1990s-present

Question 9

styles and strategies-based instruction (SSBI) is a name that has been given to a form of learner-focused language teaching that explicitly combines styles and strategy training activities with everyday classroom language instruction.

Answer 9

strategies-based instruction

ESL teaching methods of the 1990s-present

Question 10

also known as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.

Answer 10

task-based language learning

ESL teaching methods of the 1990s-present

Question 11

rather than learning a language out of context, it is learned within the context of a specific academic subject. because it falls under the more general rubric of communicative language teaching (CLT), the CBI classroom is learner centered rather than teacher centered. in such classrooms, students learn through doing and are actively engaged in the learning process.

Answer 11

content-based instruction

ESL teaching methods of the 1990s-present

Question 12

assists making academic content comprehensible through a five phase process:
1. Preparation
2. Presentation
3. Practice
4. Self-Evaluation
5. Expansion

Answer 12

cognitive academic language learning approach (CALLA)

ESL teaching methods of the 1990s-present

Question 13

linguistic, cognitive, and early literacy skills are developed in an integrated fashion. strategies for this approach include the four language skills of listening, speaking, reading, and writing.

Answer 13

whole language approach

ESL teaching methods of the 1990s-present

Question 14

effective thematic instruction involves using a theme as “conceptual glue” for learners, strengthening bonds to knowledge. the goal is to choose themes that relate to students’ lives to ensure interest and engagement in the content. themes are focused on the connections or bridges across disciplines.

Answer 14

themed-based language instruction

ESL teaching methods of the 1990s-present

Question 15

an instructional strategy teachers often use to assist students at the beginning stage of language acquisition. an approach to literacy development based on the idea that students can learn to write by dictating to the teacher what they already know and can express verbally, and that they can then read that which has been written. hence, the students’ first reading materials come from their own repertoire of language.

Answer 15

language experience approach (LEA)

ESL teaching methods of the 1990s-present

Question 16

a technique that is used primarily for ELLs in the intermediate level of English proficiency.
these classrooms teach grade level content material through modified grammar and vocabulary. this allows them to move forward with academic courses while at the same time learning English through the contextual clues provided by the course of study.
two major components that impace this type of classroom are “comprehensible second language input” and a “supportive affective environment.”

Answer 16

specially designed academic instruction in English (SDAIE) or sheltered instruction

ESL teaching methods in the 1990s-present

Question 17

the term “sheltered instruction” is used to describe those instructional practices of sheltered instructure is the sheltered instruction observation protocol (SIOP). teachers who use the SIOP checklist for lesson planning became more proficient in linking language and content in their instruction and increased their ability to accommodate different levels of proficiency in their classrooms.

Answer 17

sheltered instruction observation protocol- SIOP model

Question 18

1. lesson preparation
2. building background
3. comprehensible input
4. strategies
5. interaction
6. practice and application
7. lesson delivery
8. review and assessment

Answer 18

8 components of SIOP

Question 19

well planned lessons inlcude content area objectives as well as language objectives. supplementary materials such as charts, graphs, pictures, illustrations, multimedia and manipulatives should be used.

Answer 19

lesson preparation

1st component of SIOP

Question 20

concepts must be directly related to the students’ background experience, whether personal, cultural, or academic.
make explicit and direct links to past learning and new concepts. exmphasize key vocabulary and present new vocabulary only in context.

Answer 20

building background

2nd component of SIOP

Question 21

teachers must use speech that is appropriate to the students’ language proficiency level. teachers should use a variety of techniques to make concepts clear and comprehensible including paraphrasing and repetition.

Answer 21

comprehensible input

3rd component of SIOP

Question 22

learning strategies include metacognitive, cognitive and social/affective strategies. best practice strategies include thinking aloud, preview and prediction, prompting, etc.

Answer 22

strategies

4th component of SIOP

Question 23

ELLs benefit from opportunities to use English in multiple settings across content areas, and learning is certainly more effective when students have an opportunity to participate fully, actively discussing ideas and information. through meaningful interaction, students can practice speaking and making themselves understood by asking and answering questions, negotiating meaning, clarifying ideas and more.

Answer 23

interaction

5th component of SIOP

Question 24

lessons should include multiple opportunities to use hands-on materials or manipulatives to practice learning the content and should include activities for students to apply content and language knowledge. students make these connections most effectively when they are engaged in activities that integrate all language skills such as listening, speaking, reading and writing.

Answer 24

practice and application

6th component of SIOP

Question 25

includes how well the stated content and language objectives are supported during the lesson to what extent students are engaged in the lesson and how appropriate the pace of the lesson is to student’s abilities.

Answer 25

lesson delivery

7th component of SIOP

Question 26

it is important for teachers to incorporate review and assessment into the daily lesson to assess student learning and effective teaching. effective sheltered instruction involves reviewing important concepts, providing constructive feedback through clarification and making instructional decisions based on student response.

Answer 26

review and assessment

8th component of SIOP