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John ESL > Esl John's > Flashcards

Esl John's Flashcards

1
Q

Phonology

A

sounds of any language

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2
Q

Phoneme

A

smallest unit of sound

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3
Q

Allophones

A

letters or combination of letters that make the same sound

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4
Q

Stress

A

spoken accent on a particular syllable that can affect meaning

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5
Q

Repetition is required for an ELL to master a sounds that does NOT occur in their native language.

A

ELL’s must be given opportunities to hear and practice speaking English in order to master pronunciation

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6
Q

Morphology

A

rules of word formation

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7
Q

Morpheme

A

smallest unit of language that has meaning

Example sail, sailor

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8
Q

Morphemic Analysis

A

process of figuring out word meaning by examining parts (roots and affixes) of a word.
Learning common roots and affixes help ELL’s to decode unfamiliar words and understand written language.

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9
Q

Graphophonemic

A

(phonics) relationship between phonology (sounds) and orthography (symbols) of a language.
ELL’s must be taught explicitly certain aspects of the English spelling system because of the variation to sounds/spelling relations

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10
Q

Homographs

A

two or more words that have the same spelling or pronunciation, BUT different meaning. (written)

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11
Q

Homophones

A

two or more words that have the same pronunciation, BUT have different meaning and spelling. Example cite, site, sight (sounds sound the same)

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12
Q

Heteronyms

A

two or more words that have the same spelling, BUT have a different pronunciation and meaning Example polish/Polish

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13
Q

Semantics

A

meaning of individual words and combination of words

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14
Q

synonyms and antonyms

A

synonym- word or phrase that means exactly the or nearly the SAME as another.
antonym-a word OPPOSITE in meaning to another

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15
Q

Congnates

A

words in two or more languages related because they have similar origins (common historical morphemic source)

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16
Q

Lexicon

A

vocabulary of a particular language often called a “mental dictionary” because it is a representation of all knowledge a person has about words

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17
Q

Syntax

A

rules of sentence formation- the order in which words are arranged to create meaning

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18
Q

Different Languages use different patterns of sentence structure. English is

A

subject-verb-object-language which means that in most sentences the subject comes before the verb, and the object follows the verb

ELL”s who’s native language follows the same sentence structure pattern will find it easier to master English syntax.

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19
Q

Different Languages use different patterns of sentence structure. Spanish is

A

noun and adjective
In English the adjective generally precedes the noun-white house however in Spanish the adjective comes right after the noun casa blanca

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20
Q

Discourse

A

communicating thoughts orally or in written.

Any unit of connecting speech or writing than a sentence

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21
Q

Vocal discourse

A

spoken communication, depending on context and audience

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22
Q

polite discourse

A

speech that has little meaning but is important in social exchange

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23
Q

Written discourse

A

ranges from basic grouping of sentences to essays or stories

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24
Q

Different languages and cultures utilize different discourse. ELL’s may be require

A

explicit instruction and practice to learn patterns of English discourse

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25
Q

Pragmatics

A

how to use language acceptably in a variety of cultural context (social)
Teachers of ELL’s should include in their lessons activities that demonstrate “Culturally acceptable” ways to use words and non verbal conventions to communicate in a variety of situations.

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26
Q

Functions of language-

A 
refers to the reasons or purpose we have for using language (formal and informal purpose, specific grammatical structures and vocabulary)
-compare and contrast
-persuasion
-asking questions
-cause and effect
-summering
-Sequencing 
-predicating 
 When teaching language functions it is important that teachers explicitly teach the VOCABULARY and phrases associated with each language
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27
Q

Language Registers

A

can be influenced by social and regional situations.

audience (who)
topic (what)
purpose (why)
location (where)

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28
Q

Static Register

A

Rarely or Never changes

Example Pledge of Allegiance

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29
Q

Formal Register

A

formal setting and is one-way in nature

Example: sermons

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30
Q

Consultative Register

A

standard form of communication

Example Teacher & student

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31
Q

Casual Register

A

informal language used by peer and friends. Slang, vulgarities are normal.

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32
Q

Intimate Register

A

communication is private. Reserved for close family, members or intimate people

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33
Q

Social Language

A

informal register of language used everyday, communication in both oral and written forms; develops soon after arrival in a new country and takes a couple of years to cultivate (up to 2 years)
Example: conversations with friends or informal conversations with a teacher.

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34
Q

Academic Language

A

More demanding and complex formal register of language used in school, content areas, vocabulary 9takes 5 to 7 years to develops

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35
Q

We talk, we listen, we read, we write with words. Language skills include

A

reading, writing, listening, and specking

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36
Q

Reading has the greatest

A

impact on school success

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37
Q

Phonemic Awareness

A

ability to attend to think about and work with individual sounds in words

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38
Q

Phonics

A

relationship between the sounds and written symbols of language or phoneme-grapheme

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39
Q

Fluency

A

ability to read text quickly, accurately, and with expression

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40
Q

Comprehension

A

ability to derive meaning from what is read, which is the reason for reading

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41
Q

Writing

A

written symbols of language to communicate. The ability to develop and express one’s thoughts in a cohesive, structured manner. Showing the knowledge of spelling, capitalization, punctuation, and grammar, an understanding of how word order in a sentence affects meaning

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42
Q

Receptive domains

A

ability to receive and understand a message (listening and reading)

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43
Q

Productive domains

A

speaking and writing

44
Q

Listening

A

one must be able to retain “chucks” of language in short term and working memory, recognize and understand vocabulary

45
Q

Speaking

A

correct pronunciation of words, appropriate vocabulary and grammar and ability to recall words from long term memory. Goal to make our ideas and explanations clear and understandable to others.

46
Q

ELL’s develop ___ and ____ more quickly

A

Listening and reading

47
Q

Structure

A

smallest part (morpheme) and progresses into larger chucks to allow for purposeful spoken and written language

48
Q

Three part English model

A

Morphemes-words
Syntax-phrases
Discourse-using it

49
Q

Oral Language Conventions 3 parts

A
  1. phonological-pronouncing words correct
  2. grammatical-can form sentences spoken
  3. genre-able to use the language in correct settings
50
Q

Mechanics of writing are

A

conventions of print that do not exist in oral language, including spelling, punctuation, capitalization, and paragraphs.

51
Q

Written Conventions are

A

surface features of writing mechanics, usage, and sentence formation

52
Q

Usage of conventions

A

both written and spoken language that include word order, verb tense, and subject-verb agreement

53
Q

Sentence Formation refers to the structure of sentences

A

the way that phrases and clauses are used to form simple and complex sentences.

54
Q

Components of Language

A

Phonetic- speech sounds
Phonology-phonemes
Morphology-words
Syntax-phrases and sentences
Semantics-literal meaning of phrases and sentences
Pragmatics- meaning in the context of discourse

55
Q

Alphabetic Principal

A

sequences of letters in a written word represents the sequence of sounds (phonemes) in the spoken word. It is vital to learn to read in many languages including English and Spanish

56
Q

Anecdotal records

A

running record of an observed behavior or behavior over a period of time.

57
Q

Audiolingual Method

A

mechanical aspects of the language combined with emphasizing accurate pronunciation and the master of grammatical structure

58
Q

Back Channeling

A

are the listener’s response in a primary, one-way conversation. These can be verbal or non verbal

59
Q

BICS (Basic Interpersonal Communication Skill)

A

conversational language relies heavily on nonlinguistic cues and context clues, gestures, intonation, and shared knowledge, takes 2 to 3 years to develop

60
Q

Bicultural identity

A

when a child develops the cultural values and socialization practices of the majority culture and their own culture.

61
Q

Biliteracy

A

ability to read and write with elevated levels of proficiency in 2 languages

62
Q

Code Switching

A

Switching between 2 languages at the level of words, sentences, or blocks of speech

63
Q

CALP (Cognitive Academic Language Proficiency)

A

could take 5 to 7 years to develop

64
Q

Cognitive Approach

A

Emphasizes formal knowledge of the grammatical system rules of usage and phonetic decoding

65
Q

Communicated Competence Theory

A

Communicative language teaching involving the social function of the language. It includes requesting, telling a story, expressing joy or disappointment or expressing an opinion

66
Q

Comprehendible Input

A

language learner can understand with assistance of contextual clues such as body language, gesture, context or prior knowledge. It can be enhanced using visual aids and manipulatives

67
Q

Content based ESL instruction

A

encourages the integration of listening, speaking, reading, and writing. Also uses higher order thinking skills.

68
Q

Cooperative learning

A

Encourages students to work collaboratively in small groups to achieve academic and social learning goals (Heterogenous groups)

69
Q

Cultural Diversity Training

A

Helps teachers to better understand the background of new students from diverse cultures

70
Q

Diagnosis

A

process of determining or analyzing a student’s performance level of language proficiency

71
Q

ESL strategies

A

allow for error. Teacher should NOT stop to correct errors. Model good language during discussions and other interactions

72
Q

Effective Language instruction

A

encourage oral and written language when designing effective language instruction. Create academically challenging environments where expectation are high. Use non-verbal cues that include gesture and facial expressions, dramatic play and physical response

73
Q

English as a Second Language programs are to

A

promote proficiency in comprehension, specking, reading , and composition or send a message

74
Q

Expressive Language

A

generated in the form of speaking, writing, or signing, It is a language we use to exchange information or send a message

75
Q

Field independent learners

A

socially perceptive and like a supportive learning environment. They are attentive to people and things in the environment. Their processing is usually global and not analytical

76
Q

L1

A

primary or native language

77
Q

L2

A

second language

78
Q

Hands-on learning

A

variety of manipulatives, demonstrations, and experiment that allow students to touch and use different resources.

79
Q

Home Language Survey

A

all student are required to complete this 2 question survey What language is spoken in your home most of the time? What language does your child speak most of the time?

80
Q

Idiomatic expressions

A

are difficult to translate literally are often difficult for English learners

81
Q

Krashen

A

He developed the Filter Hypotheses. affective filter controls the extents to which an individual internalizes input by converting it into learning. It has been described as an imaginary filter in the brain nd when raised negatively influences languages, acquisition. It states that the classroom climate must be positive, encouraging, and low anxiety

82
Q

Language Proficiency Assessment Committee

A

review the placement of students in ESL or Bilingual Programs. It also monitors a students progress. It is responsible for identification, assessment, and placement of English Language Learners in the appropriate language programs as identified by the district

83
Q

Lau V Nichols

A

States “school districts must take affirmative steps to rectify the language deficiency in order to open instructional programs to these students” LEP students were being denied an equal education because their instruction was in a language they could not understand

84
Q

Linguistic

A

the study of the structural aspect of the language

85
Q

Linking prior knowledge

A

when students relate to their own experiences to understand and explain cognitively demanding material

86
Q

Literacy

A

In the L1 and L2 literacy is promoted through a print rich environment, opportunities for collaboration; engaging in literature in a meaningful way; and providing opportunities for purposeful writing

87
Q

Literacy development

A

ability to read and write with elevated levels of proficiency through the effective use of grammatical, syntactic, graphophonic, semantic, and pragmatic systems

88
Q

Nativist Theory

A

support the view that children are born with an innate capacity to acquire language

89
Q

Newcomer Center

A

help new English Language Learners develop a command of basic “survival” English. Then will return to their assigned school

90
Q

Nonlinguistic

A

gestures, facial expressions and body language and their relationship to a language

91
Q

Oral language

A

focuses on cooperation, open-ended communication, interaction, and the teacher seen as a facilitator

92
Q

paralinguistics

A

study of intonation, stress, rate of speech, pauses, and hesitations and their relations to language

93
Q

Phonological Awareness

A

ability to recognize the sounds of the spoken language not involving print

94
Q

Portfolio

A

samples of students work collected over a period of time. Designed to show students’ growth and development

95
Q

Realia

A

actual physical objects, manipulatives

96
Q

Register

A

use of different varieties of language, depending on the setting, the relationship to the person to whom they are speaking and the function of the interaction. A register is a situationally appropriate form of language

97
Q

Rubric

A

numerical scale that is used for scoring and includes a range of benchmarks and achievement

98
Q

scaffolding

A

parents, teacher, and peers elaborate on what a child has said. They are unconsciously modeling linguistic and conversational patterns through natural social interactions with the students

99
Q

Self-assessment

A

when students monitor their own progress by using anecdotal reflections, checklists, or rubrics for evaluation. This is using self-assessment and is high encouraged in an ESL classroom

100
Q

Sheltered English

A

an approach to language teaching that facilitates access to the core curriculum for L2 learners. Controlled vocabulary, visuals, cooperative learning and frequent comprehension check are used

101
Q

Sheltered Instruction

A

strategies that assure language is adjusted to a simpler syntactical level. Vocabulary is controlled; pacing of instruction is slowed; and the conceptual load is regulated

102
Q

Silent period

A

a stage of one to twelve months in which the second language learner works to receive and understand they new language but there is little or no expressive language

103
Q

Social communicative competence (Social Language)

A

ability to carry on a conversation in a familiar, predictable, face to face situation

104
Q

Sociolinguistics

A

study of how language works in society. The study of the language dynamics of everyday interaction between people

105
Q

Specially Designed Academic Instruction in English (SDAIE)

A

focuses on grade appropriate, con

John ESL (1 decks)

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