ESL KEY TERMS Flashcards
Phonics
system of relationships between letters and sounds in a language.
Morphology
study of meaningful parts of words and how they are put together.
can be thought of as a system of adjustments in the shapes of words that contribute to adjustments in the way speakers intend their utterances to be interpreted.
Analytic phonics
Begin with whole word and then analyzes it. Taught with whole word method. Notice first letter in the word. NOT BLENDING
Embedded phonics
Taught in context when reading stories, used when student has difficulty reading a word. Taught with whole word method. Notice first letter in the word. Not systematic.
Synthetic phonics
Begins by teaching the code, sound of the letters. Notice every letter in the word, left to right. BLEND sound into words. Systematic, no guessing from pictures.
Free Morphemes
Base words, Like, differ, truth
Compound words, Light house
Bound Morphemes
Have Affixes: Prefixes and Suffixes
Roots, Port, script
Syntax
Syntax is the way words are put together in a language to form phrases, clauses, or sentences. The syntax of a language can be divided into two parts:
- Syntactic classes such as noun, verb, and adjective
- Syntactic functions, such as subject and object
Lexical
Parts of speech
the knowledge that a native speaker has about a language. This includes information about:
- the form and meanings of words and phrases
- lexical categorization
- the appropriate usage of words and phrases
- relationships between words and phrases, and
- categories of words and phrases.
Phonological and grammatical rules are not considered part of the lexicon
Semantics
the study of linguistic meaning. It is
concerned with the meanings of words, morphemes,
phrases, and sentences. Semantics is the study of the
meanings of words and ways in which the meanings
change and develop.
includes: synonyms, antonyms, homonyms, and
multiple-meaning words.
Krashen’s theory of second language acquisition consists of five main hypotheses
Acquisition-Learning hypothesis, Monitor hypothesis, Natural Order hypothesis, Input hypothesis, Affective Filter hypothesis
Acquisition-learning hypothesis
has two independent systems of second language performance: ‘the acquired system’ and ‘the learned system’. This process is very similar to the process children undergo when they acquire their first language, and it requires meaningful interaction in the target language, natural communication.
The ‘learned system’ or ‘learning’ is the product of formal instruction. It is comprised of a conscious process which results in conscious knowledge regarding the language, i.e. knowledge of grammar rules. Krashen’s opinion is that learning is less important than acquisition.
Monitoring hypothesis
is the result of the learned grammar with sufficient time, focus on correctness, familiarity of the rule. Used only to correct deviations from normal speech and to speech appearing more polished.
Natural Order hypothesis
based on research by (Dulay & Burt, 1974; Fathman, 1975; Makino, 1980 cited in Krashen, 1987) and suggests that the acquisition of grammatical structures follows a predictable “natural order.”
Input hypothesis
is explained as how a learner acquires a second language. This hypothesis is Krashen’s explanation of how second language acquisition takes place, only concerned with “acquisition”, not “learning”.
Affective Filter hypothesis
is the learner’s emotional state and can act as a filter that impedes or blocks input necessary to acquisition. Learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition.
zone proximal development
is the difference between what a learner can do without help and what he or she can do with help
Scaffolding
teacher provides individualized support by incrementally improving a learner’s ability to build on prior knowledge
Preproduction Stage
Last 10 hours to six months. Have up to 500 receptive words (understand, not comfortable using), understand new words that are comprehensible… Involves period of silence, may respond to pointing, picture, acting, nodding, yes/no answers. Don’t force to speak until ready.
Early Production Stage
Last additional 6 months after first stage. May developed 1,000 receptive/active words (understand and use). Speaks in one or two word phrases, comprehends new material with yes/no, who/what/where questions.
Speech Emergence Stage
Last up to an additional year. Usually developed about 3,000 words, use short phrases and simple sentences. Use dialogue, ask simple questions, answer simple questions. May use longer sentences, some grammatical errors.
Intermediate (Fluency) Language Proficiency Stage
May take another year after speech emergence. Typically developed about 6,000 words, begin complex statements, state opinions, share thoughts, speak longer periods.
Advanced (Fluency) Language Proficiency Stage
Gain proficiency in second language 5-7 years. Developed specialized content area vocabulary, participate in grade-level classroom activities with some support. Speaks English comparable to same age native speakers.
Classical conditioning
a technique used in behavioral training in which a naturally occurring stimulus is paired with a response. Next, a previously neutral stimulus is paired with the naturally occurring stimulus. Eventually, the previously neutral stimulus comes to evoke the response without the presence of the naturally occurring stimulus. The two elements are then known as the conditioned stimuli and the conditioned response. The most popular example is Pavlov’s observation that dogs salivate when they eat or even see food.
Behavioral or Operant conditioning
is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior. For example, leading behaviorist B.F. Skinner use reinforcement techniques to teach pigeons to dance and bowl a ball in a mini-alley.
Cognitive Theory
Jean Piage children progress through a series of cognitive stages of development, just as they progress through a series of physical stages of development. According to Piaget, the rate at which children pass through these cognitive stages may vary, but they eventually pass through all of them in the same order.
Adaptation
in cognitive theory, involves the child’s changing to meet situational demands
involves two sub-processes: assimilation and accommodation
Assimilation is the application of previous concepts to new concepts. An example is the child who refers to a whale as a “fish.” Accommodation is the altering of previous concepts in the face of new information. An example is the child who discovers that some creatures living in the ocean are not fish, and then correctly refers to a whale as a “mammal.”
Sensorimotor
Piaget
0–2
The child learns by doing: looking, touching, sucking. The child also has a primitive understanding of cause-and-effect relationships. Object permanence appears around 9 months.
Preoperational
Piaget
2–7
The child uses language and symbols, including letters and numbers. Egocentrism is also evident. Conservation marks the end of the preoperational stage and the beginning of concrete operations.
Concrete Operations
Piaget
7–11
The child demonstrates conservation, reversibility, serial ordering, and a mature understanding of cause-and-effect relationships. Thinking at this stage is still concrete.
Formal Operations
12+
The individual demonstrates abstract thinking, including logic, deductive reasoning, comparison, and classification.
James Cummins
two dimensions of language: conversational and academic
BICS (Basic Interpersonal Communicative Skills) and CALP (Cognitive Academic Linguistic Proficiency).
Level 1: Basic interpersonal communications skills (BICS)
involves face-to-face, everyday situations. It refers to basic fluency in the language, primarily oral/social, and it is something that students acquire within two years.
Level 2: Cognitive academic language proficiency (CALP)
involves skills and functions of an academic or cognitive nature. This is the language needed to accomplish academic tasks. It usually takes about four to seven years to acquire.
Constructivism Learning Theory
states that learning is an active process of creating meaning from different experiences. In other words, students will learn best by by trying to make sense of something on their own with the teacher as a guide to help them along the way.
Lev Vygotsky
believed that this life long process of social development was dependent on social interaction and that social learning actually leads to cognitive development. This phenomena is called the Zone of Proximal Development.
______________________________________________________________________
Jerome Bruner
(Discovery Learning Theory) said that knowing is a process and so his work focused on the importance of understanding the structure of a subject being studied, the need for active learning as the basis for understanding, and the importance of reasoning in learning. Bruner believed that when learners are presented with perplexing situations they will want to figure out a solution. This belief was the basis for creating discovery learning activities. Bruner suggested that teachers can nurture inductive thinking by encouraging students to make guesses based on incomplete evidence and then to confirm or disprove the guesses systematically.
Jean Piaget
theory of constructivism impacts learning curriculum because teachers have to make a curriculum plan which enhances their students’ logical and conceptual growth. Teacher must put emphasis on the significant role that experiences-or connections with the adjoining atmosphere-play in student education
theory of constructivism addresses how learning actually occurs, not focusing on what influences learning
Lave and Wenger
The purpose of the Communities of Practice is to share knowledge and experience, so that each individual can operate more effectively. CoPs are the owners of knowledge in that particular area of knowledge. By exchanging stories, problems and solutions, the CoP can bring that collective knowledge to bear on individuals’ learning.
The key ingredients are a community (a set of people) with a defined domain (what they care about or do) who work on the body of knowledge about their practice (their work).
Metacognition
awareness and understanding of one’s own thought processes.
Idiomatic expressions
is an expression, word, or phrase that has a figurative meaning conventionally understood by native speakers. This meaning is different from the literal meaning
First language interference
is the result of old habits of the first. language, and it must be unlearned before the learning of the new hobbits of second language (Dualy, Burt, & Krashen, 1982). Learners of second language tend to transfer the forms, meaning and culture of their L1 to the foreign language
Noam Chomsky and other proponents of transformational grammar.
According to this view, children are able to learn the superficial grammar of a particular language because all intelligible languages are founded on a deep structure of grammatical rules that are universal and that correspond to an innate capacity of the human brain.
Dr. Marzano describes a six-step process in the instruction of vocabulary
Provide a description, explanation, or example of the new term.
Ask students to restate the description, explanation, or example in their own words.
Ask students to construct a picture, pictograph, or symbolic representation of the term.
Engage students periodically in activities that help them add to their knowledge of the terms in their vocabulary notebooks.
Periodically ask students to discuss the terms with one another.
Involve students periodically in games that enable them to play with terms.
Sheltered Instruction
is a teaching method developed to facilitate high quality instruction for ELs in content area teaching. It infuses language acquisition strategies within content area instruction to make content comprehensible for ELs while developing their academic language.
Sheltered Instruction Observation Protocol (SIOP)
Model was developed to facilitate high quality instruction for ELs in content area teaching. It is used in hundreds of schools across the U.S. as well as in several other countries.
Total Physical Response (TPR)
is a tool used in SIOP for comprehensive input. It uses body movement to accelerate language acquisition. Teacher gives command and models the action: open your book; stand up; walk to the window. Students follow the directions.
Cognitive Academic Language Learning Approach (CALLA) Model
uses carefully designed lesson plans tied to content curriculum, teachers explicitly teach learning strategies and have students apply them to instructional tasks.
Guided Language Acquisition Design (GLAD) Model
is an instructional approach that incorporates a variety of strategies to support English learners in simultaneously learning content and acquiring language. grounded in research related to second language acquisition and sheltered instruction.
Quality Teaching for English Learners (QTEL) Model
teaching is based on sociocultural and sociolinguistic theories of learning and the central role of language in the learning process. The professional development initiative provides educators with the tools they need to help all students, specifically English learners, achieve college and career readiness.
Districts with________ limited English proficient (LEP) students in any language classification in the same grade level district-wide shall offer bilingual education for LEP students prekindergarten through elementary grades who speak that language.
20 or more
ELL Program Models in Texas
Transitional
Early Exit - A bilingual program that serves students identified as LEP in both English and Spanish and transfers a student to English-only instruction not earlier than two (2) years or later than five (5) years after the student enrolls in school.
Late Exit - A bilingual program that serves students identified as LEP in both English and Spanish and transfers a student to English-only instruction not earlier than six (6) years or later than seven (7) years after the student enrolls in school.
ELL Program Models in Texas
Dual Language Immersion
One-Way - A biliteracy program that serves only students identified as LEP in both English and Spanish and transfers a student to English-only instruction not earlier than six (6) or later than seven (7) years after the student enrolls in school.
Two-Way - A biliteracy program that integrates students proficient in English and students identified as LEP in both English and Spanish and transfers a student identified as LEP to English-only instruction not earlier than six (6) years or later than seven (7) years after the student enrolls in school.
Content-Based
Pull-Out
An English program that serves students identified as LEP in English only by providing a full-time teacher certified under Section 29.061© to provide supplementary instruction for all content area instruction.
Pull-Out
Pull-Out
An English program that serves students identified as LEP in English only by providing a part-time teacher certified under Section 29.061© to provide English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas.
Before 1974, ELs did not receive systematic assistance for their language needs. The approach known as “sink-or-swim” was outlawed by the U.S. Supreme Court as a violation of minority children’s civil rights in ___________
Lau v. Nichols.
CALLA’s principal objectives
Valuing their own prior knowledge and cultural experiences, and relating this knowledge to academic learning in a new language and culture
Learning the content knowledge and the language skills that are most important for their future academic success;
Developing language awareness and critical literacy
Selecting and using appropriate learning strategies and study skills that will develop academic knowledge and processes
Developing abilities to work successfully with others in a social context
Learning through hands-on, inquiry-based, and cooperative learning tasks
Increasing motivation for academic learning and confidence in their ability to be successful in school
Evaluating their own learning and planning how to become more effective and independent learners.
GLAD model provides 5 components
Focus/Motivation Comprehensible Input Guided Oral Practice Reading/Writing Closure
The QTEL principles
Academic Rigor High Expectations Quality Interactions Language Focus Quality Curriculum
TESOL (Teaching English to Speakers of Other Languages) provides six (6) principles
Know Your Learners
Create Conditions for Language Learning
Design High-Quality Lessons for Language Development
Adapt Lesson Delivery as Needed
Monitor and Assess Student Language Development
Engage and Collaborate within a Community of Practice
will help educators:
respect, affirm, and promote students’ home languages and cultural knowledge and experiences as resources
celebrate multilingualism and diversity
support policies that promote individual language rights and multicultural education
guide students to be global citizens
The Three Domains of Learning – BLooms
Cognitive: mental skills (knowledge)
Affective: growth in feelings or emotional areas (attitude or self)
Psychomotor: manual or physical skills (skills)
Communicative Competence
the ability to use language appropriately in a variety of contexts. This involves using the appropriate forms of language and knowing the social rules of language.
Linguistic competence
The knowledge of the English linguistic code, including lexical items, rules of morphology, syntax, sentence-grammar semantics, and phonology. Often times ESL students may thoroughly understand all of the rules of the English language but may be unable to apply them to oral communication. What words do I use? How do I put them into phrases and sentences?
Discourse competence
The ability to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances.
How are words, phrases and sentences put together to create conversations, speeches, email messages, newspaper articles?
Socio-linguistic competence
The knowledge of the sociocultural rules of language and of discourse.
Which words and phrases fit this setting and this topic? How can I express a specific attitude (courtesy, authority, friendliness, respect) when I need to? How do I know what attitude another person is expressing?
Strategic competence
The verbal and nonverbal communication strategies that may be called into action to compensate for breakdowns in communication due to performance variables or due to insufficient competence.
How do I know when I’ve misunderstood or when someone has misunderstood me? What do I say then? How can I express my ideas if I don’t know the name of something or the right verb form to use?
asking questions, taking turns, using gestures, role playing, etc.
Conversational Support of L2
Create participatory, inquire-based classrooms
Maintain high expectations for all students
Teach ESL through content-area instruction
Use thematic units
Incorporate culturally familiar learning strategies
Use a variety of strategies when teaching literacy
Provide appropriate and valid assessment
Recognize that students use both languages to learn
