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ESL Certification Test > ESL Cert > Flashcards

ESL Cert Flashcards

Study for certification test.

1
Q

study of the production of sounds in speech

A

Phonetics

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2
Q

looks at the sounds and patterns of particular languages

A

Phonology

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3
Q

the way the voice rises and falls in speech

A

Intonation

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4
Q

emphasis placed on syllables or words

A

Stress

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5
Q

the smallest unit of meaning in a language

A

Morpheme

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6
Q

study of how morphemes are combined

A

Morphology

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7
Q

examines how words are constructed into phrases or sentences

A

Syntax

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8
Q

study of meaning in language

A

Semantics

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9
Q

a way to visually represent sounds

A

Transcription

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10
Q

occurs when a speech sound changes due to the influence of nearby sounds; thus English language learners must study not only individual sounds but also unique sounds

A

Assimilation

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11
Q

occurs when sounds are omitted from the pronunciation of a word

A

Elision

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12
Q

occurs when sounds are rearranged in a word like when iron is pronounced iern

A

Metathesis

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13
Q

occurs when language learners incorrectly apply the rules of their native language to the rules of the language they are learning

A

interference/negative transfer

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14
Q

social skills students use in everyday life when in social situations

A

Basic Interpersonal Communication Skills (BICS)

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15
Q

language needed for academic work and study

A

Cognitive Academic Language Proficiency (CALPS)

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16
Q

the process of procuring, comprehending, and utilizing language for communicative purposes

A

Language Learning

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17
Q

subconscious process in which language is internalized without deliberate intent

A

Language acquisition

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18
Q

Set of 5 hypotheses developed by Stephen Krashen

A

Monitor model

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19
Q

states that comprehensible input is necessary for students who are in the process of acquiring a new language

A

input hypothesis

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20
Q

the knowledge that is gained through formal learning is useful in certain settings, such as written work and in self-correcting when time permits

A

monitor hypothesis

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21
Q

posits that language is attained in a foreseeable pattern by all learners

A

natural order hypothesis

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22
Q

addresses the emotional risks inherent in learning a new language

A

affective-filter hypothesis

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23
Q

shaped the theory of universal grammar

A

Noam Chomsky

24
Q

states that children are born with the innate ability to understand the human voice and to distinguish between different parts of language

A

Universal Grammar

25
Q

when one applies knowledge of a first language onto another; can be positive or negative

A

Transfer

26
Q

when students find similarities between their native language and English and use those similarities to aid in their learning

A

Positive transfer

27
Q

also referred to as interference, occurs when students incorrectly apply rules from their native language to their learning of English

A

Negative transfer

28
Q

students often mix words from their first language in with the language they are learning

A

code-switching

29
Q

learners must pass through each of the stages on their way to proficiency

A

Five Stages of Second-Language Acquisition

30
Q

also known as silent period

A

Preproduction Stage

31
Q

learners can now produce single-word and two to three-word phrases and can respond to questions and statements

A

Early Production Stage

32
Q

learners are able to chunk simple words and phrases into sentences that may or may not be grammatically correct

A

Speech Emergence Stage

33
Q

able to speak in more complex sentences

A

Intermediate Fluency Stage

34
Q

have achieved cognitive language proficiency in their learned language

A

Advanced Fluency Stage

35
Q

refers to providing accurate examples of speech and language for language learers

A

Language Modeling

36
Q

new information that students are able to understand because it is introduced alongside information they already know

A

Comprehensible input

37
Q

in place to support students and to allow them to grasp what might otherwise be out of reach

A

Scaffolding

38
Q

asking questions, offering contextual details, providing visual clues and aids, provide a model of the process

A

Forms of Scaffolding

39
Q

symbols used to represent phonemes

A

Graphemes

40
Q

learners should start at the top and work their way down

A

Whole Language Approach

41
Q

focuses on transferring students’ literacy skills independently

A

phonics/skills-based approach

42
Q

uses learners prior knowledge and experiences to generate specific lessons that are designed to enhance the learning

A

Language Experience Approach

43
Q

based on the principle that second languages should be acquired in much the same way as first languages

A

DIrect/Natural method

44
Q

intended to maximize the time ELLs spend in general education content classrooms.

A

Push-In programs

45
Q

provides ELLs with access to appropriate, grade-level content while supporting their need for ongoing language instruction. Students do not attend classes with English-speaking students, but they study the same curriculum.

A

Sheltered Instruction

46
Q

national education law that was passed by the US Congress in 1965 with the goal of establishing an equal educational opportunity for all students

A

Elementary and Secondary Education Act

47
Q

continues government efforts to provide an equal educational opportunity for all students without some of the more inflexible and punitive conditions of NCLB

A

Every Student Succeeds Act

48
Q

states that a human’s thoughts and actions are determined by the language which that person speaks

A

Sapir-Whorf Hypothesis

49
Q

all human thought and action is totally controlled by language

A

linguistic determination

50
Q

language only partially influences human thought and action

A

linguistic relativism

51
Q

the process of adapting to a new culture

A

acculturation

52
Q

honeymoon, hostility, humor and home

A

Four Stages of Acculturation

53
Q

gave Latino students the same rights ascribed to desegregation as had only previously been given to African American students

A

Keyes v. School District No. 1 Denver (1969)

54
Q

ruled schools in the district had an obligation to provide bilingual and English-learning instruction to non-English students in order for the students to receive adequate education

A

Lau v. Nichols (1974)

55
Q

no state shall deny the access to equal education by “failing to take appropriate action to overcome language barriers”

A

Equal Educational Opportunities Act of 1974

56
Q

ELL programs must meet three requirements 1) the program must be based on sound academic theory 2)it must have adequate resources and personnel to implement it and 3) the program must conduct evaluation to determine if the language barriers of students are being overcome

A

Castaneda v. Pickard 1981

ESL Certification Test (1 decks)

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