Esl John's Flashcards
1
Q
Phonology
A
sounds of any language
2
Q
Phoneme
A
smallest unit of sound
3
Q
Allophones
A
letters or combination of letters that make the same sound
4
Q
Stress
A
spoken accent on a particular syllable that can affect meaning
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
6
Q
Morphology
A
rules of word formation
7
Q
Morpheme
A
smallest unit of language that has meaning
Example sail, sailor
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.
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
10
Q
Homographs
A
two or more words that have the same spelling or pronunciation, BUT different meaning. (written)
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)
12
Q
Heteronyms
A
two or more words that have the same spelling, BUT have a different pronunciation and meaning Example polish/Polish
13
Q
Semantics
A
meaning of individual words and combination of words
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
15
Q
Congnates
A
words in two or more languages related because they have similar origins (common historical morphemic source)
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
17
Q
Syntax
A
rules of sentence formation- the order in which words are arranged to create meaning
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.
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
20
Q
Discourse
A
communicating thoughts orally or in written.
Any unit of connecting speech or writing than a sentence
21
Q
Vocal discourse
A
spoken communication, depending on context and audience
22
Q
polite discourse
A
speech that has little meaning but is important in social exchange
23
Q
Written discourse
A
ranges from basic grouping of sentences to essays or stories
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
25
Pragmatics
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.
26
Functions of language-
```
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
```
27
Language Registers
can be influenced by social and regional situations.
audience (who)
topic (what)
purpose (why)
location (where)
28
Static Register
Rarely or Never changes
| Example Pledge of Allegiance
29
Formal Register
formal setting and is one-way in nature
| Example: sermons
30
Consultative Register
standard form of communication
| Example Teacher & student
31
Casual Register
informal language used by peer and friends. Slang, vulgarities are normal.
32
Intimate Register
communication is private. Reserved for close family, members or intimate people
33
Social Language
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.
34
Academic Language
More demanding and complex formal register of language used in school, content areas, vocabulary 9takes 5 to 7 years to develops
35
We talk, we listen, we read, we write with words. Language skills include
reading, writing, listening, and specking
36
Reading has the greatest
impact on school success
37
Phonemic Awareness
ability to attend to think about and work with individual sounds in words
38
Phonics
relationship between the sounds and written symbols of language or phoneme-grapheme
39
Fluency
ability to read text quickly, accurately, and with expression
40
Comprehension
ability to derive meaning from what is read, which is the reason for reading
41
Writing
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
42
Receptive domains
ability to receive and understand a message (listening and reading)
43
Productive domains
speaking and writing
44
Listening
one must be able to retain "chucks" of language in short term and working memory, recognize and understand vocabulary
45
Speaking
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
ELL's develop ___ and ____ more quickly
Listening and reading
47
Structure
smallest part (morpheme) and progresses into larger chucks to allow for purposeful spoken and written language
48
Three part English model
Morphemes-words
Syntax-phrases
Discourse-using it
49
Oral Language Conventions 3 parts
1. phonological-pronouncing words correct
2. grammatical-can form sentences spoken
3. genre-able to use the language in correct settings
50
Mechanics of writing are
conventions of print that do not exist in oral language, including spelling, punctuation, capitalization, and paragraphs.
51
Written Conventions are
surface features of writing mechanics, usage, and sentence formation
52
Usage of conventions
both written and spoken language that include word order, verb tense, and subject-verb agreement
53
Sentence Formation refers to the structure of sentences
the way that phrases and clauses are used to form simple and complex sentences.
54
Components of Language
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
Alphabetic Principal
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
Anecdotal records
running record of an observed behavior or behavior over a period of time.
57
Audiolingual Method
mechanical aspects of the language combined with emphasizing accurate pronunciation and the master of grammatical structure
58
Back Channeling
are the listener's response in a primary, one-way conversation. These can be verbal or non verbal
59
BICS (Basic Interpersonal Communication Skill)
conversational language relies heavily on nonlinguistic cues and context clues, gestures, intonation, and shared knowledge, takes 2 to 3 years to develop
60
Bicultural identity
when a child develops the cultural values and socialization practices of the majority culture and their own culture.
61
Biliteracy
ability to read and write with elevated levels of proficiency in 2 languages
62
Code Switching
Switching between 2 languages at the level of words, sentences, or blocks of speech
63
CALP (Cognitive Academic Language Proficiency)
could take 5 to 7 years to develop
64
Cognitive Approach
Emphasizes formal knowledge of the grammatical system rules of usage and phonetic decoding
65
Communicated Competence Theory
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
Comprehendible Input
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
Content based ESL instruction
encourages the integration of listening, speaking, reading, and writing. Also uses higher order thinking skills.
68
Cooperative learning
Encourages students to work collaboratively in small groups to achieve academic and social learning goals (Heterogenous groups)
69
Cultural Diversity Training
Helps teachers to better understand the background of new students from diverse cultures
70
Diagnosis
process of determining or analyzing a student's performance level of language proficiency
71
ESL strategies
allow for error. Teacher should NOT stop to correct errors. Model good language during discussions and other interactions
72
Effective Language instruction
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
English as a Second Language programs are to
promote proficiency in comprehension, specking, reading , and composition or send a message
74
Expressive Language
generated in the form of speaking, writing, or signing, It is a language we use to exchange information or send a message
75
Field independent learners
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
L1
primary or native language
77
L2
second language
78
Hands-on learning
variety of manipulatives, demonstrations, and experiment that allow students to touch and use different resources.
79
Home Language Survey
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
Idiomatic expressions
are difficult to translate literally are often difficult for English learners
81
Krashen
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
Language Proficiency Assessment Committee
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
Lau V Nichols
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
Linguistic
the study of the structural aspect of the language
85
Linking prior knowledge
when students relate to their own experiences to understand and explain cognitively demanding material
86
Literacy
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
Literacy development
ability to read and write with elevated levels of proficiency through the effective use of grammatical, syntactic, graphophonic, semantic, and pragmatic systems
88
Nativist Theory
support the view that children are born with an innate capacity to acquire language
89
Newcomer Center
help new English Language Learners develop a command of basic "survival" English. Then will return to their assigned school
90
Nonlinguistic
gestures, facial expressions and body language and their relationship to a language
91
Oral language
focuses on cooperation, open-ended communication, interaction, and the teacher seen as a facilitator
92
paralinguistics
study of intonation, stress, rate of speech, pauses, and hesitations and their relations to language
93
Phonological Awareness
ability to recognize the sounds of the spoken language not involving print
94
Portfolio
samples of students work collected over a period of time. Designed to show students' growth and development
95
Realia
actual physical objects, manipulatives
96
Register
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
Rubric
numerical scale that is used for scoring and includes a range of benchmarks and achievement
98
scaffolding
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
Self-assessment
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
Sheltered English
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
Sheltered Instruction
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
Silent period
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
Social communicative competence (Social Language)
ability to carry on a conversation in a familiar, predictable, face to face situation
104
Sociolinguistics
study of how language works in society. The study of the language dynamics of everyday interaction between people
105
Specially Designed Academic Instruction in English (SDAIE)
focuses on grade appropriate, con
