ELL Flashcards
patterns of first- and second-language acquisition
language learners typically acquire a new language in similar stages of development. How we learn our first language differs from learning additional languages but there are similarities in developing skills in speaking, listening, reading, and writing.
cognitive learning styles
information processing habits of an individual and include one’s typical mode of thinking, perceiving, remembering, or problem solving. Cognitive style is usually described as a personality dimension which influences attitudes, values, and social interaction. Numerous strategies exist to assist improving the learning environment and interaction in the classroom for students with diverse cognitive learning.
Learning Styles
Auditory, Visual-Spacial & Kinesthetic
Cultural Background
Influences how one thinks, learns, and behaves. Has a specific impact on children’s attitudes and expectations around school. Teachers need to build awareness and knowledge of their students’ backgrounds to integrate, support, and value their education. Teachers use this background to build bridges to content understanding.
Exceptionalities
specific learning delays or disabilities (in ELL’s cases, language learning). It’s important to distinguish between language disability from typical second language development.
Prior experiences with the second language
It’s important to evaluate ELLs previous experience learning English to better understand how long each student has been learning English, the types of supports received and specific strengths and weaknesses.
Interrupted, Limited, or No Formal Education (SIFE)
ELLs that haven’t received formal education due to immigration. They need special considerations because they are at risk for academic difficulties and perform below grade level.
Classroom Environment for ELLs
ELLs need an environment where they feel represented and valued, bringing their cultures into the classroom in a meaningful way.
primary language (L1)
primary or first language of ELLs. Should be supported and developed in the school. There is evidence that demonstrates the benefits of utilizing children’s language abilities in their first language to promote second language and content area knowledge.
Literacy in the primary language
Children with literacy and experience with reading/writing in their first language are more likely to develop second language literacy skills faster and with greater ease. It’s important to build on their literacy skills developed in their L1.
Simultaneous Bilinguals
children who learn both languages from birth
Sequential bilinguals
children who learn an additional language after their first language has been acquired.
Balanced Bilinguals
individual with age-appropriate proficiency in both languages.
Language dominant individuals
Individuals with proficiency stronger in one of their languages and limited in the other language
Transitional Bilingual Education (TBE)
Instruction in children’s native language is used to progress academically
Developmental Bilingual Education
Child’s native language accompanied by education in English for unexpended duration. Goal: to develop literacy in the native language and then transfer the skills to the second language.
Dual-Language Programs (Two-way immersion)
Designed to help native and nonnative English speakers achieve bilingualism and biliteracy as well as cross-cultural competence and academic proficiency.
Legal rights of ELLs
ELLs must be provided language support and effective educational programming to open access to instruction for ELLs.
Transfer Literacy Skills
children who have developed reading skills in their L1 are able to apply the same skills when reading in their second language.
Scaffolding
Consistent, targeted guidance by modeling tasks and language, by building background knowledge and offering ongoing feedback. It reduces the complexity of a task and assists learners in progressing to the next stage.
Authentic Tasks
Activities built around topics or issues of interests to the students and incorporate tasks that are replicate real-world communication contexts and situations.
Basic interpersonal communication skills (BICS)
Language needed for day to day living, including conversations with friends, informal interaction.
Bilingual education programs
Programs to educate children in literacy and contact in both English and the students home language
Cognitive academic language proficiency (CALP)
Language necessary to understand and discuss content in the classroom
Comprehensible input
Refers to the exposure to the new language that is a little beyond the students current capacity Call Ma but which the teacher makes comprehensible or understandable through visuals, video clips, gestures, real world objects, or other non-spoken means
ELL
English language learner, a student who speaks a language other than English, is still development proficiency in English, and is entitled to specialize classroom support
ENL
English as a new language. Turn that describes programs, teachers, in classes that provide English development for ELLs, either standalone or integrate it with content instruction
Home language
Primary language spoken in a students home. Also called primary, first or native language
Home language arts(HLA)
Refers to the instruction in Home language and literacy development
Home language questionnaire (HLQ)
In N white S, the exam that all new students are administered to determine primary languages spoken at home. It is a step in the procedure for identifying ELLs
Multilingual learner (MLL)
An ultimate term used by NYS Department of Education to refer to ELS in a way that communicates their strength rather than their deficiencies
Shelter instruction
Teaching great level content to ELL using scaffolding, teaching and material modifications, and other techniques to make the content accessible to them
Socio cultural influences
Because families from different cultures will likely have different expectations about school participation, class participation, girls participation versus boys, bodily language with teachers, parental involvement in school, discipline, health, conversional patterns, group versus individual accomplishments, etc., teacher should investigate cultural patterns and prepare instructions to help bridge school-home gaps
Transfers
Refers to the psychological phenomenon of transferring existing knowledge learned in one contacts to another, related contacts. In language teaching, transfers, current Contin and literacy skills, language structure, and the catalytic Katniss from the home language to English.
