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ESL Supplemental Certification > ESL Supplemental > Flashcards

ESL Supplemental Flashcards

1
Q

LEP

A

Limited English Proficient

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2
Q

L1

A

Native language

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3
Q

L2

A

Second language

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4
Q

ESL

A

English as a Second Language

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5
Q

ESOL

A

English Speakers of Other Languages

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6
Q

SI

A

Sheltered Instruction

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7
Q

SIOP

A

Lesson plan template for ELLs in Sheltered English

Sheltered Instruction Observation Protocol

Lesson plan template incorporates accommodations for ELLs

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8
Q

Phoneme

A

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/

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9
Q

Phonology

A

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

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10
Q

Phonics

A

Introducing print of sounds, introduction of reading

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11
Q

Morpheme

A

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

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12
Q

Morphology

A

The study of how morphemes develop words

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13
Q

Syntax

A

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.

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14
Q

Semantics

A

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.

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15
Q

Pragmatics

A

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.”

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16
Q

Lexicon

A

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.

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17
Q

Discourse

A

Interchange of language between speakers

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18
Q

Language interference

A

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

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19
Q

Cognate

A

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

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20
Q

Syntax- Compound Sentences

A

Two independent clauses that are joined with a conjunction such as or, and, but.

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21
Q

Syntax- Complex Sentences

A

One independent clause and one or more dependent clauses.

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22
Q

Communicative Competence

A

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

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23
Q

Communicative Competence-

Linguistics

A

Vocabulary
Language conventions (grammar, spelling)
Syntax

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24
Q

Communicative Competence-

Strategic

A

Overcome language gaps

Conversational fluency

Effectiveness of communication

Modify text for audience and purpose

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25
Q

Communicative Competence-

Socio-Linguistic

A

Nonverbal behaviors

Cultural references (idioms, expressions)

Social rules of language

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26
Q

Communicative Competence-

Discourse

A

Patterns of organization

Cohesive and transitional devices

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27
Q

Structure of English Language Verbs-

Linking Verbs

A

Link grammatical subject to adjective

Ex:
Dinner tastes as great as it looks.

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28
Q

Structure of English Language Verbs-

Principal verbs

A

Have a noun attached to them and can stand alone

Ex:
Jesus wept.

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29
Q

Structure of English Language Verbs-

Stative verbs

A

Describe a state of being rather than an action

Ex:
I have a car.

30
Q

Structure of English Language Verbs-

Modal verbs

A

Used with other verbs to express necessity or possibility

Ex:
He will come.

31
Q

Holistic approach to Language Arts

Language modalities

Language skills

A 
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

32
Q

SUP

A

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.

33
Q

CUP

A

Common Underlying Proficiency
(CALP) Cognitive Academic Language Proficiency
If skills from one language transfer to learning another, then CUP skills will help.

34
Q

J. Cummins 1981

A

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

35
Q

Cummins:

BICS

A

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

36
Q

Cummins:

CALP

A

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

37
Q

Krashen

A

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

37
Q

Cummins

Matrix to classify language activities

A

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

38
Q

Affective filter

A

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

38
Q

Piaget

A

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

41
Q

Piaget’s Stages of Development:

0-2years

A

Sensorimotor

Gather infor about the world with eyes sight taste smell hearing and touch

They are active with moving

They realize object permanence

42
Q

Piaget’s Stages of Development:

2-7years

A

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)

43
Q

Piaget’s Stages of Development:

7-11years

A

Concrete operational

Learn of conservation: water amount in different shapes of glasses

Can reason about mathematics

44
Q

Piaget’s Stages of Development:

12 and up

A

Formal operational

Abstract concepts and reason our consequences for actions and moral reasoning

45
Q

Teaching strategies

Used in CALLA

A

Cognitive
Metacognitive
Socioaffective

46
Q

Lev Vygotsky

A

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

47
Q

Teaching strategies:

Cognitive

A

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

48
Q

Learning strategies:

Metacognitive

A

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

49
Q

Teaching strategies:

Socioaffective

A

Cooperating with others

Collaborative efforts

Positive reinforcement

Encouraging others

50
Q

Teaching strategies:

Cross-linguistics

A

Code-switching

Translation

Use L1 to learn L2

51
Q

CALLA

A

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

52
Q

CALLA

Teacher Responsibility

A

Teacher Responsibility:

  1. Preparation- objectives, background, vocabulary, fun
  2. Presentation- multimodal, discuss, explain, model
  3. Practice- prompt use of strategies, give feedback, hands-on
  4. Evaluation- assess strategies
  5. Expansion- support transfer, apply
53
Q

CALLA

Student Responsibility

A

Student Responsibility:

  1. Attend
  2. Participate
  3. Apply/assess strategies- with guidance
  4. Establish independent
  5. Transfer strategies
54
Q

CALLA

Content Instruction

A

ID content and language objectives

Specialized readings/writings/presentations

Use manageable tasks

58
Q

Sheltered English

A

All students are non-native speakers of English receiving instruction from a content teacher

SDAIE
SIOP

59
Q

SDAIE

A

Sheltered English

Specially Designed Academic Instruction in English
-provides support to ELLs in English speaking classes

60
Q

SIOP Template

A

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
61
Q

1970 Department of Education Memorandum

A

Directed school districts to help (LEP) limited english proficient students develop language proficiency in order to meaningfully participate in the regular curriculum

62
Q

1974 Lau vs Nichols

A

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.

63
Q

1981 Castañeda vs Pickard

A

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
64
Q

Plyer vs Doe

A

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.

65
Q

2002 No child left behind act

A 
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
66
Q

Code-switching

A

Switching between multiple languages in a single situation or single conversation or in a single sentence

68
Q

LAD

A

Language Acquisition Device

can organize language into categories

Verb, noun, adjective, sentences, clauses, phrases, words, morphology

69
Q

ELPS

A

(English Language Proficiency Standards)
Include instructions school districts must provide to give ELLs full opportunity to learn English and succeed academically

70
Q

Content objective
Vs
Language objective

A

Content objective:
The TEKS
The What
The Content

Language Objective:
The ELPS
The How
The Language

71
Q

Relative pronouns

A

Who, whom, whose, which, and that

72
Q

Reflexive Pronouns

A

Myself, yourself, himself, herself, oneself, itself, ourselves, yourselves, and themselves

73
Q

Auxiliary verbs

A

Helping verbs that helps the main verb. I “am” studying. I “will” pass the test. I “should” study more. I “have to” pass.

74
Q

Noam Chomsky

A

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

75
Q

Skinner’s Behaviorist Theory

A

Suggests language is acquire through external stimuli (
External stimulus
Internal response

76
Q

LPAC

A

Language Proficiency Assessment Committee

ESL Supplemental Certification (1 decks)

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