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Certifications > ESL Supplemental > Flashcards

ESL Supplemental Flashcards

1
Q

Phoneme

A

The smallest unit of sound that can distinguish one word from another
ex: bad and bat

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2
Q

Digraphs

A

Phonemes that are made up of more than one letter:
sh, ch, th, ng, ph
Although there are two letters, there is one sounds

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3
Q

Consonant blends

A

groups of two or three consonants in a word that create a distinct sound:
bl, cl, wr, tr, sm

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4
Q

Minimal pair

A

pair of words that differ only by one phoneme (rat/bat, lose/loose). Used for ELLs or any emerging reader learning phonemic awareness

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5
Q

Place of articulation

A

place where air is constricted to create sound

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6
Q

alveolar ridge

A

(part of your mouth that gets burned when eating pizza) place of articulation for: d, t, s, z, n

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7
Q

bilabial

A

sounds are produced between the lips: b, p, m

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8
Q

Manner of articulation

A

helps explain why different sounds can have the same place of articulation

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9
Q

plosive

A

manner of articulation: stopping and releasing airstream t

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10
Q

nasal

A

manner of articulation: flowing airstream through nose n

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11
Q

fricative

A

manner of articulation: blocking airstream with a narrow opening d, z, s

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12
Q

cognate

A

words in different languages that look or sound similar and have a similar meaning

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13
Q

semantic drift

A

describes the evolution of word’s usage again within on language

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14
Q

Syntax

A

merely the study of the rules for the construction of sentences in a natural language

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15
Q

language interference

A

ways to express affect by adding in a syllable from the L1

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16
Q

morphology

A

patterns of word formation

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17
Q

language register

A

demonstrating awareness by adapting speech depending on social situation

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18
Q

required for a student to become a proficient English speller

A
  • know that certain letters are silent under specific circumstances
  • know that written vowels have many sounds
  • possess strong memorization skills
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19
Q

focusing on conventions

A

is counterproductive for ELLs because the learners’ efforts need to be on communication not the form of language used

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20
Q

Reading in English

A

helps model proper sentence structure and vocabulary that can carry over to improve writing

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21
Q

past tense marker in English is -ed. changing verbs to past tense is an example of:

A

English grammar and morphology

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22
Q

Latins languages have an easier time learning English than Germanic because

A

their lexical items are similar

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23
Q

Discourse

A

refers specifically to the communication of thoughts in speech or writing, not vocabulary

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24
Q

Semantics

A

the study of word or symbol meaning; important because one word or sentence might have multiple meanings or figurative rather than literal

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25
Q

skills are

A

integrated

26
Q

language acquisition theory

A

children are born with a language acquisition device that helps their language development. children unconsciously learn normal social interaction without the need of structured vocab teaching or grammatical structures

27
Q

Content-based ESL instruction

A

teaching a new language while simultaneously teaching a new content, using the two concepts to complement learning

28
Q

communicative competence requires

A

comfort in using English in all situations

29
Q

comprehensive instructional activity

A

combines multiple learning activities

30
Q

high-frequency words

A

based on its frequency in written material, not spoken language

31
Q

phonogram

A

written character that represents a specific speech or combination of phonemes

32
Q

Dolch liist

A

basic sight words in english should know by grade 2

33
Q

ELPS

A

english language proficiency skills

34
Q

LAT

A

Linguistic accommodations tst

35
Q

Assimilation

A

the process whereby a minority group gradually adopts the customs and attitudes of prevailing culture

36
Q

Enculturation

A

the process by which an individual learns the traditional content of a culture and assimilates its practices and values

37
Q

Deculturalization

A

the removing or abondoning of one;s own culture in replacement of another

38
Q

Krashen’s theories

A 
Natural Order Hypothesis 
Acquisition/earning Hypothesis 
Monitor Hypothesis 
Input Hypothesis 
Affective Filter Hypothesis
39
Q

Natural Order Hypothesis

A

(Krasen’s theory) we acquire the rules of language on a predictable order

40
Q

Acquisition Learning Hypothesis

A

adults have two distinctive ways of developing competences in second languages.. using language for real communication

41
Q

Monitor Hypothesis

A

conscious learning, can only be used as a Monitor or an editor

42
Q

Input Hypothesis

A

how the learner acquires a second language - how second language acquisition takes place

43
Q

Affective Filter

A

variables play a facilitative, but non-casual role in second language acquisition - motivation, self-confidence and anxiety

44
Q

Diagnosis

A

process of determining or analyzing a students’ performance level or level of language proficiency

45
Q

Language Register

A

level of formality with which you speak

46
Q

content based instruction

A

refers to a variety of instructional models in which academic subject matter is taught in a second or foreign language

47
Q

Cognitive Approach

A

distinction between meaningful learning (relatable to concepts that are already established in learners cognitive structure) and rote learning (relatively isolated concepts that are learned verbatim and not integrated

48
Q

Total Physical Response

A

based on premise that human beings are biologically programmed to learn languages and this programming works the same for adults

49
Q

Natural Approach

A

based on the use of language in communicative situations usually without recourse to the native language

50
Q

communicative language approach

A

language is a toll for communication and students learn language by using it to communicate

51
Q

lexile approach

A

teaching focses on collocations or the way words combine in predictable ways

52
Q

Lau v. Nichols

A

1974
San Fran
parents of Asian students brought suit since there was no ESL programs
-courts decided civil rights were violated and court madated schools take effective measures for ESL students

53
Q

Plessy v. Ferguson

A

1896

separate but equal is constitutional

54
Q

brown v. board

A

1954 overturned plessy v ferguson and said segregation is unequal

55
Q

Lau Remedies

A

1975

  • madated bilingual edu
  • identify and evaluate home language
  • appropriate instruction determined
  • decides when LEP ready for mainstream class
  • determine professional standards teacher must see
56
Q

Plyer v. Doe

A

1982

undocumented immigrants must be given same education

57
Q

No Child Left Behind

A

2001

language instruction for LEP students will be funded under title III

58
Q

Meyers v. Nebraska

A

1923
made clear that 14th amendment provides protection for language minorities
said state can legilate language used in schools for instruction but must allow languge classes outside of school

59
Q

Castaneda v. Pickard

A

1978
mandates programs for language minority students must be
- based on sound edu theory
- implemented effectively with sufficient resources and personnel
- evaluated to determine effectiveness.

60
Q

Guey Heung Lee v. Johnson and Johnson v. San Francisco Unified School District

A

Chinese Americans fought a desegregation order that would force students out of biligual education programs - courts ruled against

61
Q

Farrington v. Tokushige

A

court offered further protections of after-school community language programs after attempts by education authorities to put restrictions on Japanese and Chinese heritage language programs

62
Q

Serna v prtales

A

white majority school in new mexico that failed to meet unique needs of spanish surnamed students

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