Esl John's Flashcards
Phonology
sounds of any language
Phoneme
smallest unit of sound
Allophones
letters or combination of letters that make the same sound
Stress
spoken accent on a particular syllable that can affect meaning
Repetition is required for an ELL to master a sounds that does NOT occur in their native language.
ELL’s must be given opportunities to hear and practice speaking English in order to master pronunciation
Morphology
rules of word formation
Morpheme
smallest unit of language that has meaning
Example sail, sailor
Morphemic Analysis
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.
Graphophonemic
(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
Homographs
two or more words that have the same spelling or pronunciation, BUT different meaning. (written)
Homophones
two or more words that have the same pronunciation, BUT have different meaning and spelling. Example cite, site, sight (sounds sound the same)
Heteronyms
two or more words that have the same spelling, BUT have a different pronunciation and meaning Example polish/Polish
Semantics
meaning of individual words and combination of words
synonyms and antonyms
synonym- word or phrase that means exactly the or nearly the SAME as another.
antonym-a word OPPOSITE in meaning to another
Congnates
words in two or more languages related because they have similar origins (common historical morphemic source)
Lexicon
vocabulary of a particular language often called a “mental dictionary” because it is a representation of all knowledge a person has about words
Syntax
rules of sentence formation- the order in which words are arranged to create meaning
Different Languages use different patterns of sentence structure. English is
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.
Different Languages use different patterns of sentence structure. Spanish is
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
Discourse
communicating thoughts orally or in written.
Any unit of connecting speech or writing than a sentence
Vocal discourse
spoken communication, depending on context and audience
polite discourse
speech that has little meaning but is important in social exchange
Written discourse
ranges from basic grouping of sentences to essays or stories
Different languages and cultures utilize different discourse. ELL’s may be require
explicit instruction and practice to learn patterns of English discourse
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.
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
Language Registers
can be influenced by social and regional situations.
audience (who)
topic (what)
purpose (why)
location (where)
Static Register
Rarely or Never changes
Example Pledge of Allegiance
Formal Register
formal setting and is one-way in nature
Example: sermons
Consultative Register
standard form of communication
Example Teacher & student
Casual Register
informal language used by peer and friends. Slang, vulgarities are normal.
Intimate Register
communication is private. Reserved for close family, members or intimate people
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.
Academic Language
More demanding and complex formal register of language used in school, content areas, vocabulary 9takes 5 to 7 years to develops
We talk, we listen, we read, we write with words. Language skills include
reading, writing, listening, and specking
Reading has the greatest
impact on school success
Phonemic Awareness
ability to attend to think about and work with individual sounds in words
Phonics
relationship between the sounds and written symbols of language or phoneme-grapheme
Fluency
ability to read text quickly, accurately, and with expression
Comprehension
ability to derive meaning from what is read, which is the reason for reading
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
Receptive domains
ability to receive and understand a message (listening and reading)
Productive domains
speaking and writing
Listening
one must be able to retain “chucks” of language in short term and working memory, recognize and understand vocabulary
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.
ELL’s develop ___ and ____ more quickly
Listening and reading
Structure
smallest part (morpheme) and progresses into larger chucks to allow for purposeful spoken and written language
Three part English model
Morphemes-words
Syntax-phrases
Discourse-using it
Oral Language Conventions 3 parts
- phonological-pronouncing words correct
- grammatical-can form sentences spoken
- genre-able to use the language in correct settings
Mechanics of writing are
conventions of print that do not exist in oral language, including spelling, punctuation, capitalization, and paragraphs.
Written Conventions are
surface features of writing mechanics, usage, and sentence formation
Usage of conventions
both written and spoken language that include word order, verb tense, and subject-verb agreement
Sentence Formation refers to the structure of sentences
the way that phrases and clauses are used to form simple and complex sentences.
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
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
Anecdotal records
running record of an observed behavior or behavior over a period of time.
Audiolingual Method
mechanical aspects of the language combined with emphasizing accurate pronunciation and the master of grammatical structure
Back Channeling
are the listener’s response in a primary, one-way conversation. These can be verbal or non verbal
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
Bicultural identity
when a child develops the cultural values and socialization practices of the majority culture and their own culture.
Biliteracy
ability to read and write with elevated levels of proficiency in 2 languages
Code Switching
Switching between 2 languages at the level of words, sentences, or blocks of speech
CALP (Cognitive Academic Language Proficiency)
could take 5 to 7 years to develop
Cognitive Approach
Emphasizes formal knowledge of the grammatical system rules of usage and phonetic decoding
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
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
Content based ESL instruction
encourages the integration of listening, speaking, reading, and writing. Also uses higher order thinking skills.
Cooperative learning
Encourages students to work collaboratively in small groups to achieve academic and social learning goals (Heterogenous groups)
Cultural Diversity Training
Helps teachers to better understand the background of new students from diverse cultures
Diagnosis
process of determining or analyzing a student’s performance level of language proficiency
ESL strategies
allow for error. Teacher should NOT stop to correct errors. Model good language during discussions and other interactions
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
English as a Second Language programs are to
promote proficiency in comprehension, specking, reading , and composition or send a message
Expressive Language
generated in the form of speaking, writing, or signing, It is a language we use to exchange information or send a message
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
L1
primary or native language
L2
second language
Hands-on learning
variety of manipulatives, demonstrations, and experiment that allow students to touch and use different resources.
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?
Idiomatic expressions
are difficult to translate literally are often difficult for English learners
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
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
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
Linguistic
the study of the structural aspect of the language
Linking prior knowledge
when students relate to their own experiences to understand and explain cognitively demanding material
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
Literacy development
ability to read and write with elevated levels of proficiency through the effective use of grammatical, syntactic, graphophonic, semantic, and pragmatic systems
Nativist Theory
support the view that children are born with an innate capacity to acquire language
Newcomer Center
help new English Language Learners develop a command of basic “survival” English. Then will return to their assigned school
Nonlinguistic
gestures, facial expressions and body language and their relationship to a language
Oral language
focuses on cooperation, open-ended communication, interaction, and the teacher seen as a facilitator
paralinguistics
study of intonation, stress, rate of speech, pauses, and hesitations and their relations to language
Phonological Awareness
ability to recognize the sounds of the spoken language not involving print
Portfolio
samples of students work collected over a period of time. Designed to show students’ growth and development
Realia
actual physical objects, manipulatives
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
Rubric
numerical scale that is used for scoring and includes a range of benchmarks and achievement
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
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
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
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
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
Social communicative competence (Social Language)
ability to carry on a conversation in a familiar, predictable, face to face situation
Sociolinguistics
study of how language works in society. The study of the language dynamics of everyday interaction between people
Specially Designed Academic Instruction in English (SDAIE)
focuses on grade appropriate, con
