ELL

Question 1

patterns of first- and second-language acquisition

Answer 1

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.

Question 2

cognitive learning styles

Answer 2

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.

Question 3

Learning Styles

Answer 3

Auditory, Visual-Spacial & Kinesthetic

Question 4

Cultural Background

Answer 4

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.

Question 5

Exceptionalities

Answer 5

specific learning delays or disabilities (in ELL’s cases, language learning). It’s important to distinguish between language disability from typical second language development.

Question 6

Prior experiences with the second language

Answer 6

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.

Question 7

Interrupted, Limited, or No Formal Education (SIFE)

Answer 7

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.

Question 8

Classroom Environment for ELLs

Answer 8

ELLs need an environment where they feel represented and valued, bringing their cultures into the classroom in a meaningful way.

Question 9

primary language (L1)

Answer 9

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.

Question 10

Literacy in the primary language

Answer 10

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.

Question 11

Simultaneous Bilinguals

Answer 11

children who learn both languages from birth

Question 12

Sequential bilinguals

Answer 12

children who learn an additional language after their first language has been acquired.

Question 13

Balanced Bilinguals

Answer 13

individual with age-appropriate proficiency in both languages.

Question 14

Language dominant individuals

Answer 14

Individuals with proficiency stronger in one of their languages and limited in the other language

Question 15

Transitional Bilingual Education (TBE)

Answer 15

Instruction in children’s native language is used to progress academically

Question 16

Developmental Bilingual Education

Answer 16

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.

Question 17

Dual-Language Programs (Two-way immersion)

Answer 17

Designed to help native and nonnative English speakers achieve bilingualism and biliteracy as well as cross-cultural competence and academic proficiency.

Question 18

Legal rights of ELLs

Answer 18

ELLs must be provided language support and effective educational programming to open access to instruction for ELLs.

Question 19

Transfer Literacy Skills

Answer 19

children who have developed reading skills in their L1 are able to apply the same skills when reading in their second language.

Question 20

Scaffolding

Answer 20

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.

Question 21

Authentic Tasks

Answer 21

Activities built around topics or issues of interests to the students and incorporate tasks that are replicate real-world communication contexts and situations.

Question 22

Basic interpersonal communication skills (BICS)

Answer 22

Language needed for day to day living, including conversations with friends, informal interaction.

Question 23

Bilingual education programs

Answer 23

Programs to educate children in literacy and contact in both English and the students home language

Question 24

Cognitive academic language proficiency (CALP)

Answer 24

Language necessary to understand and discuss content in the classroom

Question 25

Comprehensible input

Answer 25

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

Question 26

ELL

Answer 26

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

Question 27

ENL

Answer 27

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

Question 28

Home language

Answer 28

Primary language spoken in a students home. Also called primary, first or native language

Question 29

Home language arts(HLA)

Answer 29

Refers to the instruction in Home language and literacy development

Question 30

Home language questionnaire (HLQ)

Answer 30

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

Question 31

Multilingual learner (MLL)

Answer 31

An ultimate term used by NYS Department of Education to refer to ELS in a way that communicates their strength rather than their deficiencies

Question 32

Shelter instruction

Answer 32

Teaching great level content to ELL using scaffolding, teaching and material modifications, and other techniques to make the content accessible to them

Question 33

Socio cultural influences

Answer 33

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

Question 34

Transfers

Answer 34

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.