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ESL Prep Exam > ESL Prep > Flashcards

ESL Prep Flashcards

1
Q

Phonology

A

the study of speech sounds (phonemes), how they change, and the actual pronunciation of words (phonetics) in a particular language

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2
Q

Phonemes (Phone)

A

a single “unit” of sound that has meaning in any language

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3
Q

Grapheme

A

the written symbol that represents a unit of sound

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4
Q

Phonetics

A

Phonetics

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5
Q

Phonics

A

the study and use of sound/spelling correspondences as a method for teaching reading and writing by developing learners’ phonemic awareness

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6
Q

Alphabetic Principle

A

understanding a language’s system and the predictable relationships between letters and sounds, written and spoken communication

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7
Q

Semantics

A

the study of linguistic meaning, including synonyms, antonyms, and homonyms i.e: “final destination” and “last stop” are technically synonymous, but semantically different

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8
Q

Homonyms

A

words with the same spelling or pronunciation but different meanings and origins

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9
Q

Semantic Ambiguity

A

the individual meaning of words has been resolved, but the context is needed for understanding example: There was not a single man at the party. Meaning: Not one? Or not any that were unmarried?

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10
Q

Morphology

A

study of words, how they are formed, and their relationship to other words in the same language

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11
Q

Morpheme

A

each unit of meaningful language that comprises a word and cannot be further divided without losing meaning (includes stems, root, base words, prefixes, and suffixes)

play + ful + ness = 3 morphemes elephant = 1 morpheme

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12
Q

Cognates

A

words from different languages that are spelled the same

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13
Q

True Cognate

A

The word is spelled the same, meaning the same, but pronunciation will be different according to language structure of the words such as an accent mark. Example: English- rodeo Spanish- rodeo

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14
Q

Partial Cognate

A

The word in other languages has the same origin but the spelling will differ. The meaning will be the same but the pronunciation due to the language structure will be different. Example: english- fragrance spanish- frangancia english- apple german apfel

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15
Q

False Cognates

A

words from different languages that are spelled the same or nearly the same but have different meanings

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16
Q

Lexicon

A

can refer to the personal knowledge that a speaker has about the form and meaning of words and phrases within a language or the complete written lexicon of a language itself

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17
Q

Lexical Ambiguity

A

a situation in which a word has two or more meanings ex. bat (animal) bat (used for baseball)

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18
Q

Discourse

A

a broad term used to refer to both spoken and written language

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19
Q

Syntax

A

rules that govern the ways in which words combine to form phrases, clauses, and sentences

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20
Q

Phrase

A

related group of words without both subject and a verb

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21
Q

Clause

A

group of words that does have both a subject and a verb, can be either

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22
Q

Dependent Clause

A

do not express a express a complete thought

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23
Q

Independent Clause

A

the same as a complete sentence

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24
Q

Sentence

A

group of words with both a subject and a verb that express a complete thought

25
Q

Syntactical Ambiguity

A

a situation where a sentence may be interpreted in more than one way due to ambiguous sentence structure

26
Q

Pragmatics

A

study of how language is used and of the effect of context on language

27
Q

Dialect

A

a variation on a language’s usage that signals what region a person is from, or sometimes in relation to a person’s social background or occupation

28
Q

Frozen / Static

A

printed or unchanging spoken language

29
Q

Formal

A

technical language, courtesy considered important, many understood rules for how to phrase language

30
Q

Consultative

A

participation is back and forth with background information provided; interruptions allowed

31
Q

Casual

A

back and forth between familiar people, conversations with no background information needed, slang and interruptions common

32
Q

Intimate

A

private, body language and intonation often more important than the verbal message

33
Q

Basic Interpersonal Communication Skills (BICS)

A

language skills needed in social situations

34
Q

Cognitive Academic Language Proficiency (CALP)

A

formal academic learning

35
Q

Parts of speech

A

a category to which a word is assigned in accordance with its syntactic functions

36
Q

Punctuation

A

marks used in writing to separate sentences and their elements and to clarify meaning

37
Q

Discourse patterns

A

Discourse patterns

38
Q

Acquisition-Learning Hypothesis

A

asserts there are two ways in which communication in a second language develops: language acquisition and language learning

39
Q

Monitor Hypothesis

A

Learners acquire grammatical structures in a natural order, but conscious language rules are not developed until later

40
Q

Natural Order

A

Learners acquire the rules of language in a predictable sequence

41
Q

Comprehensible Input

A

Learners will best acquire language when given appropriate input

42
Q

Affective Filter

A

Learners require an environment where they feel safe to take risks necessary to learn the language

43
Q

Language Proficiency Assessment Committee (LPAC)

A

Responsible for identifying English learners based on the required state-approved identification assessment and recommending program placement, based on state bilingual and ESL program requirements

44
Q

Admission Review and Dismissal (ARD)

A

This committee determines identification, placement, and exit of special education students

45
Q

1923 Meyer v. Nebraska

A

Nebraska passed a law which prohibited schools from teaching children any language other than English, This case is significant in that it upholds the 14th Amendment as providing legal protection for language minorities

46
Q

1954 Brown v. Board of Education

A

The Supreme Court unanimously reversed Plessy v. Ferguson after 58 years in Brown v. Board of Education, , the ruling emphasized the responsibility of states to create equal educational opportunities for all, effectively paving the way for future policy on ESL and bilingual education

47
Q

1974 Lau v. Nichols

A

U.S. Supreme Court guaranteed children an opportunity to a meaningful education regardless of their language background, Office of Civil Rights (OCR) interpreted the court’s decision as effectively requiring bilingual education unless a school district could prove that another approach would be equally or more effective

48
Q

1981 Castañeda v. Pickard

A

he court decision established a three-part assessment for determining how programs for English learners would be held responsible for meeting the requirements of the Equal Educational Opportunities Act of 1974 (EEOA)

49
Q

1982 Plyler v. Doe

A

undocumented immigrants and their children are afforded Fourteenth Amendment protections

50
Q

1964 Civil Rights Act

A

established that public schools, which receive federal funds, could not discriminate against English learners

51
Q

1968 Bilingual Education Act

A

Provides funds for schools to develop bilingual and cultural heritage programs for non-English speaking children

52
Q

No Child Left Behind Act (2002)

A

States must adopt education accountability standards

States must annually test students

Sanctions against schools that fail to meet adequate yearly progress

53
Q

2015: Every Student Succeeds Act (ESSA)

A

replaces NCLB; requires that all students be taught to same standards; increases access to preschool and early intervention; increases support and sanctions for lowest performing schools

54
Q

ESL Content-Based Program

A

English acquisition program that serves students identified as English learners through English instruction by a teacher appropriately certified in ESL through English language arts and reading, mathematics, science, and social studies

55
Q

ESL Pull-Out Program

A

Most expensive and least effective, Students are pulled out of their classes for one or two periods per day to receive English instruction

56
Q

Transitional Bilingual Early Exit

A

~ serves students with limited English proficiency in both English and Spanish

~ transfers students to English only instruction no earlier than 2 or later than 5 years after the student enrolls in school

57
Q

Transitional Bilingual/Late Exit

A

~ serves students with LEP in both English & Spanish

~ it transfers students to English only instruction no earlier than 6 or later than 7 years after enrollment

58
Q

Bilingual Dual Language Immersion/One way

A

A bilingual/biliteracy program model in which students identified as English learners are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school

59
Q

Bilingual Dual Language Immersion/Two Way

A

A bilingual/biliteracy program model in which students identified as English learners are integrated with students proficient in English and are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English only instruction not earlier than six or later than seven years after the student enrolls in school

ESL Prep Exam (1 decks)

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