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ESOL 2 > Final Exam > Flashcards

Final Exam Flashcards

1
Q

Second Language Acquisition Theories

A

Behaviorist: Language acquired by modeling, imitating and reinforcement of correct form.
Innatist: Acquired by hypothesis testing and creative construction of syntactic rules.
Interactionist: Acquisition emerges from communication; acts scaffolded by caregivers.

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2
Q

Krashen’s Theories

A
  1. Acquisition/Learning Hypothesis: Difference between acquiring and learning. Acquisition being natural process. Learning is formal and conscious study of language. Only acquisition can be natural and fluent.
  2. Monitor Hypothesis: Formal study of a language leads to an internal grammar montior.
  3. Natural Order Hyp.: Lang. learners acquire rules of lang in a predictable sequence.
  4. Input Hyp.: Second lang is acquired by understanding input with linguistic structures slightly above their current level.
  5. Affective Filter Hyp.: Social emotional variable related to 2nd lang acquisition, the most important being motivation, confidence, and self-esteem.
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3
Q

Comprehensible Input

A

Input language must be understandable

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4
Q

Errors/Correction

A

Many errors are developmental and don’t require intervention. Persistent grammatical errors should be dealt with in context of student writing. Mini-lessons can be tailored for proper usage.

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5
Q

Stages of Learner Language Development

A 
Grammatical morphemes
Syntax
Vocab
Pragmatics
Phonology
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6
Q

Interlanguage

A

When a student is not fully proficient in a language but is approximating the target lang. while persevering feature of first lang.

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7
Q

BICS/CALP

A

BICS: Basic interpersonal communication skills. Lang skills in social situations.
CALP: Cognitive academic lang proficiency. formal lang skills used in learning.

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8
Q

Semantics

A

Study of linguistic meaning

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9
Q

Syntax

A

Word order

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10
Q

Morphology

A

word formation including prefixes, suffixes, and root words

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11
Q

Phonology

A

Rules governing sounds, including intonation, pitch, and juncture

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12
Q

Receptive vs. Productive Language

A

receptive: listening and reading
productive: speaking and writing

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13
Q

Bilingual Education

A
  1. Mainstream
  2. Structured english immersion
  3. sheltered instruction
  4. newcomer program
  5. early exit transitional biling. program
  6. late exit transitional biling. program
  7. maintenance biling. prog.
  8. dual lang prog.
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14
Q

Strong vs. Weak Forms

A

Strong: Immersion
Weak: Submersion

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15
Q

Immersion Education

A

Teachers use new language for instruction as a means of second lang development for students. Teachers modify both their language and instruction to help students understand, participate, and learn.

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16
Q

Submersion Education

A

Student is placed in and English speaking classroom regardless of lang level and is expected to learn content of material taught in english. Not considered biling education because material is only in one lang.

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17
Q

Fluency

A

ability to read text accurately with expression

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18
Q

Phonics

A

understanding that there is a relationship between sounds of spoken lang and letters written that represent those sounds in written lang

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19
Q

Phonemic Awareness

A

notice, think about, and work with individual sounds in words.

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20
Q

Decoding

A

using knowledge of letter sounds to accurately read a word

21
Q

Processes

A

Top-Down, Bottom Up, Interactive, Psycholinguistic

22
Q

Top-Down Process

A

Top-down processing of language happens when someone uses background information to predict the meaning of language they are going to listen to or read. efficient.

23
Q

Bottom-Up Process

A

Bottom-up processing happens when someone tries to understand language by looking at individual meanings or grammatical characteristics of the most basic units of the text, (e.g. sounds for a listening or words for a reading), and moves from these to trying to understand the whole text. not efficient.

24
Q

Interactive Process

A

drawing upon both top-down and bottom-up processing. Interactive processing is probably compensatory: that is, one type of processing will take over if there is a problem with the other type.

25
Q

Aesthetic Reading

A

aimed at experiencing or feeling a piece of writing (interested in problems faced by characters, identifying with characters)

26
Q

Efferent Reading

A

the central purpose is to carry away information, and this is what we commonly do with expository texts

27
Q

L1/L2 Literacy Relationship

A

a continuum between both stages, there are systematic rules in L2, and a similar status between L1/L2

28
Q

Schema Development

A

a schema describes an organized pattern of thought or behavior that organizes categories of info and the relationships between them. prior knowledge.

29
Q

Content area reading & writing

A

sheltered instruction aims to facilitate both language and subject matter learning by building on students’ prior knowledge, making use of concrete materials and direct experiences, creating opportunities for students to collaborate on learning tasks, and providing explicit strategies to help students use oral and written language for learning.

30
Q

Language Development and Reading

A

reading proficiency in another language offers substantial transfer of conceptual knowledge and general cognitive processes used in reading comprehension such as predicting and confirming meaning

31
Q

Reading Comprehension Strategies

A

pre-reading: anticipation guides, field trips, structured overviews, films experiments, pictures.
During reading: learning logs, annotating text, asking questions, using headings/subheadings.
Postreading: artwork, maps, summarizing, publishing, reporting, making a film.

32
Q

SDAIE

A

Sheltered instruction or Specially Designed academic instruction in English. Uses taget language fir instruction with special modifications to ensure comprehension and learning. Goals: lang and lit developments, positive social and effective adjustment.

33
Q

Post-Reading Strategies

A

semantic feature analysis. Rehearsing (venn diagrams, mapping)

34
Q

Theme Studies

A

how English learners can use oral and written language fir learning academic material

35
Q

Process of Writing

A 
pre-writing
drafting
revising
editing
pubishing
36
Q

Writing Strategies

A

prewriting: talking, brainstorming, clustering
drafting: fast writing, journals, logs
revising: show and not tel. shortening and combining sentences, teacher/peer conferences
editing: proofreading
publishing: may be shared, put on bulletin board, typed and printed

37
Q

Writer’s Workshop (= author’s workshop, author’s circle)

A

allows writers to share their drafts in small groups

38
Q

Writing Strategies for Beginning Level ELLs

A

oral discussion, partner stories using pictures and wordless books, pattern poems,sketches and labeling sketches

39
Q

Writing Strategies for Intermediate Level ELLs

A

show and not tell, sentence combining, sentence models, and mapping

40
Q

Language Development and Writing

A

similar to language development and reading, skills transfer

41
Q

Relevancy– Cultural and Personal (writing)

A

Cultural: illuminate the experience of growing up a member of a particular cultural group.
personal: allow students to share their own personal experiences through writing/ speaking, allow students to speak home language, always respond in positive ways.

42
Q

Stages of Spelling

A

prephonetic: letters or letter like forms do not represent speech sounds
phonetic spelling: letters represent sounds; words are decipherable
transitional: conventional spelling mixed with phonetic
conventional: most words are spelled conventionally

43
Q

Revising and Editing Writing

A

revising: reordering arguments or reviewing scenes in narrative. reviewing or changing sentences
Editing: correcting spelling, grammar, punctuation, mechanics, etc

44
Q

Types of Reading and Writing Assessments & Inventories that are Useful for ELLs

A 
miscue analysis
qualitative reading inventory- II
echo reading
guided reading
ReQuest procedure
45
Q

Ongoing Assessment During Regular Class Time

A 
two features: establishing criteria and providing feedback. Unit long lessons.
direct observation
teacher-student conferences
student journals
learning logs
writing samples
running records
teacher made tests
portfolio
working folder
46
Q

A Miscue Analysis/Think Aloud Protocol

A

Miscue: a reading assessment tool that focuses on the reader’s miscues or variations from print made during oral reading
Think aloud: based on what students are reading, they will express their thoughts verbally

47
Q

Formal/Informal Assessment

A

formal: measures include standardized tests. individually administered tests such as those to identify special learning needs.
Informal: measures include such items as teacher made tests, miscue analysis, checklists, anecdotal records, and student work samples

48
Q

Portfolio Assessment

A

a folder that contains a variety of samples of student work related to a particular curriculum area.

ESOL 2 (1 decks)

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