ESL Supplemental Flashcards
LEP
Limited English Proficient
L1
Native language
L2
Second language
ESL
English as a Second Language
ESOL
English Speakers of Other Languages
SI
Sheltered Instruction
SIOP
Lesson plan template for ELLs in Sheltered English
Sheltered Instruction Observation Protocol
Lesson plan template incorporates accommodations for ELLs
Phoneme
The smallest unit of sound in a language
Teach relationship between sounds and letters through phonemic awareness (working with the smallest units of sound)
Example:
Cat has 3 phonemes
Colonel has 5
Sound: son - /c/ /a/ /n/
Phonology
The study of the sound system of a language or the system of relationships among speech sounds
Plan activities to build phonological awareness through rhymes, blending, and segmenting
Phonics
Introducing print of sounds, introduction of reading
Morpheme
The smallest unit of meaning in a language (word or unit- prefix re in redo, s in cars)
Focus on the ones that occur most frequently and help students discover patterns through multi sensory, multimodal experiences
Un-prefix
kind-root
ness-suffix
Morphology
The study of how morphemes develop words
Syntax
The order in which words occur in a sentence
Model how to break long sentences into chunks, interpret chunks, and then sum up the main idea.
Semantics
the meaning of a word, phrase, sentence, or text.
The meaning attached to a linguist unit (word or phrase)
the branch of linguistics and logic concerned with meaning. There are a number of branches and subbranches of semantics, including formal semantics, which studies the logical aspects of meaning, such as sense, reference, implication, and logical form, lexical semantics, which studies word meanings and word relations, and conceptual semantics, which studies the cognitive structure of meaning.
Pragmatics
The proper use of a certain type of language for a given situation
”This is a part of communicative competence that involves being able to use language in interpersonal relationships, taking into account such complexities as social distance and indirectness.
As an example of indirectness, consider the conversation:
A: How was the movie?
B: Well, the sound track was ok.
A second language learner may take that at face value not having the essential pragmatic knowledge that B is avoiding a direct answer because the direct answer is that the movie wasn’t good.
Pragmatic competence is thought to be difficult to teach and have serious real consequences for second language learners that include failing to get jobs and good grades.”
Lexicon
The vocabulary of an individual or topic
Linguistic theories generally regard human languages as consisting of two parts: a lexicon, essentially a catalogue of a language’s words (its wordstock); and a grammar, a system of rules which allow for the combination of those words into meaningful sentences.
Discourse
Interchange of language between speakers
Language interference
ELs tend to add an /e/ sound to the letter combinations /esc/ /esp/
Ex: Eschool vs. School
Or false cognates: ex. she choke with another car.
Chocar is Spanish for what happens when two cars run into each other
Cognate
Words that are similar, or even identical, in two languages
Example: restaurant and restaurante
Impossible and imposible
False cognates examples:
El argumento=reasoning or debate
El compromiso=commitment
Syntax- Compound Sentences
Two independent clauses that are joined with a conjunction such as or, and, but.
Syntax- Complex Sentences
One independent clause and one or more dependent clauses.
Communicative Competence
Refers to a language user’s grammatical knowledge of syntax, morphology, phonology, and the like as well as social knowledges about how and when to use the utterances appropriately
Communicative Competence-
Linguistics
Vocabulary
Language conventions (grammar, spelling)
Syntax
Communicative Competence-
Strategic
Overcome language gaps
Conversational fluency
Effectiveness of communication
Modify text for audience and purpose
Communicative Competence-
Socio-Linguistic
Nonverbal behaviors
Cultural references (idioms, expressions)
Social rules of language
Communicative Competence-
Discourse
Patterns of organization
Cohesive and transitional devices
Structure of English Language Verbs-
Linking Verbs
Link grammatical subject to adjective
Ex:
Dinner tastes as great as it looks.
Structure of English Language Verbs-
Principal verbs
Have a noun attached to them and can stand alone
Ex:
Jesus wept.
Structure of English Language Verbs-
Stative verbs
Describe a state of being rather than an action
Ex:
I have a car.
Structure of English Language Verbs-
Modal verbs
Used with other verbs to express necessity or possibility
Ex:
He will come.
Holistic approach to Language Arts
Language modalities
Language skills
Reading Writing Listening Speaking Or ELPS
Use of culturally relevant materials
Research/connect familiar or related topics
Cooperative group (paired, shared reading, read alouds, small groups)
Pre-reading exercises, including vocabulary development
SUP
Separate Underlying Proficiency If skills from one language do not transfer to learning another, then they are SUP skills and will not help when learning a second language.
CUP
Common Underlying Proficiency
(CALP) Cognitive Academic Language Proficiency
If skills from one language transfer to learning another, then CUP skills will help.
J. Cummins 1981
BICS (Basic Interpersonal Communication Skills) ie. social conversation with gestures or story telling with props
Vs
Cognitively Demanding Language
CALP (Cognitive Academic Language Proficiency) ie. math lessons with manipulatives or geography lessons with maps
Context reduced language
BICS (1-3years)
Social phone call or note left on fridge
CALP (5-7years)
Social studies lecture or multiple choice test
Cummins:
BICS
BICS- (Basic Interpersonal Communication Skills)
For social purpose (oral and aural skills)
Context-embedded
Context-reduced
-social conversation with gestures or story telling with props
-choosing from options
-survival language (what does that mean)
-nonverbal communication (pointing)
Understanding written directions or simple written text
BICS (1-2 years to understand)
Social phone call or note left on fridge
Cummins:
CALP
CALP
Cognitively Demanding
Cognitively Undemanding
CALP (Cognitive Academic Language Proficiency)
Communication in academic situations ie. math lessons with manipulatives or geography lessons with maps
- writing an essay or report
- listening to news
- reading textbooks
CALP (5-7years to develop)
Social studies lecture or multiple choice test
Krashen
Hypothesized on the primary importance on the comprehensible input (CI) that LLs are exposed to.
Understanding spoken and written language input is seen as the only mechanism that results in the increase of underlying linguistic competence.
Learning is seen to be heavily dependent on the mood of the learner, with learning being impaired if the learner is under stress or does not want to learn the language, known as affective filter
Cummins
Matrix to classify language activities
Quadrant 1: context embedded (many context clues) and cognitively undemanding (easy)
Survival vocabulary
Quadrant 2: context reduced (few context clues) and cognitively undemanding (easy)
Reading and writing for personal purposes
Quadrant 3: context embedded (many context clues) and cognitively demanding (hard)
Doing a hands-on science experiment
Quadrant 4: context reduced (few context clues) and cognitively demanding (hard)
Writing reports and essays
Affective filter
Learning is seen to be heavily dependent on the mood of the learner, with learning being impaired if the learner is under stress or does not want to learn the language
Piaget
Focused on internal influences
Cognitivist Theory-
Relationship between cognitive development and language skills. He defined schemas as the basic building blocks of cognitive models to enable us to form a mental representation of the world. The student must be exposed primarily to input that can be handled without difficulty. The input must be at the student’s actual level of development
Four stages of cognitive development
Piaget’s Stages of Development:
0-2years
Sensorimotor
Gather infor about the world with eyes sight taste smell hearing and touch
They are active with moving
They realize object permanence
Piaget’s Stages of Development:
2-7years
Preoperational
Pretend play
Can use symbols to represent things
Learn to talk and that words represent things like a symbol
Very egotistic (they don’t understand other people have perspectives)
Piaget’s Stages of Development:
7-11years
Concrete operational
Learn of conservation: water amount in different shapes of glasses
Can reason about mathematics
Piaget’s Stages of Development:
12 and up
Formal operational
Abstract concepts and reason our consequences for actions and moral reasoning
Teaching strategies
Used in CALLA
Cognitive
Metacognitive
Socioaffective
Lev Vygotsky
Sociocultural development
Social interaction between children and growth development and with those around them and cognition- continues development starts with birth and ends with death
Elementary mental functions
- attention
- sensation
- perception
- memory
focused on external influences
Involved a tutor or a model of behavior
MKO- More Knowledgeable Other
This interaction makes higher mental functions
With learner in the (ZPD) Zone of Proximal Development
-demonstrate solving problem and observe if student can imitate
-begin solving problem and ask learner to complete solution
-ask student to cooperate with more developed children in solving the problem
Higher mental functions
-independent learning and thinking
Teaching strategies:
Cognitive
Information manipulation
Putting it into an order or some way to remember
Classification
Placing it in groups or types of things
Linking to background info
To build on previous knowledge
Summarizing
Put it into your own words in that second language
Learning strategies:
Metacognitive
How to use strategies
-able to decide which strategy to use for certain situations
Deciding how to attack a task
awareness of one’s abilities
-knowing your strength and weaknesses
Self-monitoring
Self-assessment
Self-management of learning
Teaching strategies:
Socioaffective
Cooperating with others
Collaborative efforts
Positive reinforcement
Encouraging others
Teaching strategies:
Cross-linguistics
Code-switching
Translation
Use L1 to learn L2
CALLA
Cognitive Academic Language Learning Approach
You teach CALP not BCIS
Techniques: Teach content by activating schemata and by providing experiences in meaningful contexts -content Instruction -English language instruction -learning strategy Instruction
Designed by O’Malley & Chamot in 1990
CALLA
Teacher Responsibility
Teacher Responsibility:
- Preparation- objectives, background, vocabulary, fun
- Presentation- multimodal, discuss, explain, model
- Practice- prompt use of strategies, give feedback, hands-on
- Evaluation- assess strategies
- Expansion- support transfer, apply
CALLA
Student Responsibility
Student Responsibility:
- Attend
- Participate
- Apply/assess strategies- with guidance
- Establish independent
- Transfer strategies
CALLA
Content Instruction
ID content and language objectives
Specialized readings/writings/presentations
Use manageable tasks
Sheltered English
All students are non-native speakers of English receiving instruction from a content teacher
SDAIE
SIOP
SDAIE
Sheltered English
Specially Designed Academic Instruction in English
-provides support to ELLs in English speaking classes
SIOP Template
Pre-learning
-provide common experience
-activate schemata by reading listening talking or writing about something
1/4 time
Intensive-learning
-provide new material
-students practice
1/2 time
Post learning
- debriefing students reflect on new material
- expand the reactive using diff language modality
- 1/4 time
1970 Department of Education Memorandum
Directed school districts to help (LEP) limited english proficient students develop language proficiency in order to meaningfully participate in the regular curriculum
1974 Lau vs Nichols
Roughly 1,800 Chinese students in San Francisco school district lacked basic English skills and were denied access to fair and appropriate school instruction.
Result: School districts can not deny the education of children who have limited English or no English skills.
1981 Castañeda vs Pickard
Result: schools must provide adequate and appropriate instruction that meets 3 criteria-
- the program must be made on accepted educational theory
- the program must provide adequate resources and personnel
- the program must be evaluated and adequately monitored to ensure any necessary modifications
Plyer vs Doe
Result: any alien, even if illegal, are recognized as persons and as people they are guaranteed due process under the 5th and 14th amendments of the US.
Meaning: schools and education officials cannon act as agents of Customs and Border Patrol and they cannot dent enrollment to these students since the schools receive federal funding.
2002 No child left behind act
It held school districts responsible for the education of ALL of their children. - special needs - ELLs - accommodations - modifications Every student’s education must be upheld
Code-switching
Switching between multiple languages in a single situation or single conversation or in a single sentence
LAD
Language Acquisition Device
can organize language into categories
Verb, noun, adjective, sentences, clauses, phrases, words, morphology
ELPS
(English Language Proficiency Standards)
Include instructions school districts must provide to give ELLs full opportunity to learn English and succeed academically
Content objective
Vs
Language objective
Content objective:
The TEKS
The What
The Content
Language Objective:
The ELPS
The How
The Language
Relative pronouns
Who, whom, whose, which, and that
Reflexive Pronouns
Myself, yourself, himself, herself, oneself, itself, ourselves, yourselves, and themselves
Auxiliary verbs
Helping verbs that helps the main verb. I “am” studying. I “will” pass the test. I “should” study more. I “have to” pass.
Noam Chomsky
Nativist theory
Language acquisition depends upon an innate biological brain. Mechanism called Language Acquisition Device (LAD)
Developed idea of Universal Grammar (nouns, verbs)
Assumes children are born with the ability to acquire language
Skinner’s Behaviorist Theory
Suggests language is acquire through external stimuli (
External stimulus
Internal response
LPAC
Language Proficiency Assessment Committee
