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FTCE ESOL > FTCE ESOL > Flashcards

FTCE ESOL Flashcards

1
Q

4 Steps to Multicultural Reform

A
  1. Contributions approach, books and activities representing different cultures are added.
  2. Additive approach, lessons, units and examples that representing cultures are added.
  3. Transformative approach, the structure of the curriculum is changed to viewing with several ethnic perspectives.
  4. Social action approach, the transformative approach activities for social change.
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2
Q

Krashen - Advanced Fluency

A

The fifth and last stage of L2 in which the learner has reached a level of near-native proficiency.

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3
Q

Krashen - Intermediate Fluency

A

The third stage of L2 in which the learner begins to communicate in more complex sentences. Students start to think in second language.

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4
Q

Krashen - Pre-Production / Silent Period

A

The first stage of L2 in which the learner takes in new language, but doesn’t speak it.

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5
Q

Krashen - Speech Emergence

A

The second stage of L2 in which the learner speaks more frequently using longer words and sentences. Relays heavily on context clues.

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6
Q

Krashen - Early Production

A

The fourth stage L2 in which the learner is listening and absorbing new information and collecting new words. The learner makes many errors.

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7
Q

Adverse or Negative Transfer

A

An interference of prior knowledge with current learning. In Spanish Don’t becomes Don because there is no final /t/ and no final clusters in Spanish.

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8
Q

Affective Factors

A

1) emotional
2) cognitive
3) linguistic
4) practical

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9
Q

Affix - Derivational

A

Is an affix that changes the root or base word into a new word.

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10
Q

Affix - Inflectional

A

A type of affix that changes the form of the root or base word.
An example is “ed” changes the work into the past tense.

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11
Q

Assessment - Congruent

A

Is an assessment that tests the learning outcomes described in the learning objectives.

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12
Q

Assessment - Formative

A

Assessment for learning - usually mid-instruction.

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13
Q

Assessment - Qualitative

A

Assessments that describe a person, object, or activity. They could be interviews or self-reflection.

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14
Q

Assessment - Quantitative

A

Assessments that objectively measure a specific performance. The teacher created tests, standardized tests, or rubrics.

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15
Q

Assessment - Summative

A

Examples are state assessments, district benchmarks, semester or 6 weeks tests.

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16
Q

BICS - Basic Interpersonal Communicative Skills (BICS)

A

The casual, everyday language used in personal conversation.
Examples: playground, lunchroom and bus.

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17
Q

CALPS - Cognitive Academic Language Proficiency (Academic)
Cummings iceburg

A

Required more direct instruction. Is more abstract, higher vocabular, textbook/formal language and 5 to 7 years to reach native fluency.

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18
Q

Chomsky - Transformational Grammar

A

the human brain contains a limited set of constraints for organizing language. This implies in turn that all languages have a common structural basis: the set of rules known as “universal grammar”

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19
Q

Chomsky’s Nativist Theory

A

A revolutionary idea that language is innate. You are born with the ability to acquire language.

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20
Q

Clarity of Language

A

Does not contain ambiguous pronouns, words at too high a vocabulary level, or slang terms.

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21
Q

Cognates

A

Words in two languages that share a similar meaning, spelling, and pronunciation.
Examples: family / familia, computer / computadora and bicycle / bicicleta.

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22
Q

Communicated Accommodations

A

A linguistic accommodations that ensure comprehensible input.
Examples include visuals and TPR

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23
Q

Connotation

A

An idea or feeling that a word invokes in addition to itsliteral meaning.

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24
Q

Morphology

A

The study of forms of words including affixes, roots, stems, and parts of speech.
Example: bicycles has 3 morphemes bi-cycle-s.

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25
Q

Segmentation

A

Is a strategy to develop phonemic awareness.

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26
Q

Critical Period Hypothesis

A

The period from early childhood to adolescence in which full native competence is possible when acquiring a language
1) language should happen between 2 and puberty
2) not universally accepted.

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27
Q

Biculturalism

A

The presence of at least two distinct cultures in a specific area or region.
Example; Switzerland = strong presence of several cultures and multiple languages.

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28
Q

Cultural Accommodation

A

In harmony with a minority culture, but keeps cultural identify. Natives to a country who respect the cultural differences of immigrants are culturally accommodating.

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29
Q

Cultural Congruence

A

Is a teacher’s respect for students’ cultural backgrounds. It is a culturally responsive classroom.

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30
Q

Cultural Pluralism

A

When different cultures co-existing in a society and their practices are accepted by others.

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31
Q

Cultural Relativism

A

When you promote understanding of culture rather than it being “wrong”.
Examples are eating insects, genocides, genital cutting.

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32
Q

Cultural Universal

A

A trait common to all cultures.
Examples are gender roles, marriage, art, dance, music, cooking, and death.

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33
Q

Culturally Responsive Teaching

A

importance of culture in all aspects of learning.
1) relationship where student feels respected
2) activate prior knowledge
3) teach concepts in context
4) draw connections to the real world
5) include literature in curriculum
6) present concepts using their vocabulary

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34
Q

Culturally Responsive Text

A

1) Diversity - Represents different cultures, in language, social status, age, ethnicity, or other traits.
2) Cultural sensitivity is dealing with and considering how different cultures would interpret information.
3) Is the subject matter appropriate for the students’ maturity level.

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35
Q

Cummins - Cognitive Academic Language Proficiency Skills (CALPS)

A

Is formal, textbook language used in academic situations.

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36
Q

Cummins - Cognitive and Academic Language Learning Approach (CALLA)

A

Focuses on learning strategies to integrate content and language that are most important for their future academic success.
There is a 5-stage cycle:
1) preparation,
2) presentation,
3) practice,
4) evaluation,
5) expansion.

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37
Q

Inferential Discourse

A

Refers to a speaker laying out points and a listener coming to a conclusion.

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38
Q

Exposition Discourse

A

Talking that is used to explain.

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39
Q

Inductive Discourse

A

Uses patterns to arrive at a conclusion, but the conclusion could be false.

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40
Q

Drilling

A

Is where students hear works & phrases and then repeat them.

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41
Q

Borrowing (with ELL students)

A

Incorporation of linguistic material from one language to another.

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42
Q

Code-Switching

A

Alternative between languages.

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43
Q

ESL Behaviors - Circumlocution

A

The use of many words to describe something when fewer would be sufficient.

44
Q

ESL Behaviors - False Cognates

A

Are words from different languages that look and sound alike, but have different meanings.

45
Q

ESL Behaviors - Overgeneralization

A

The application of a grammar rule in a place where it doesn’t apply.

46
Q

Heterogeneous Group

A

Different

47
Q

Homogeneous Group

A

Same

48
Q

Immersion

A

The act of being fully immersed in a language where all communication is in the language to be learned. This does not provide support for non-English speakers and allows them to succeed or fail based on their language abilities. It can be described as a laissez-faire policy.

49
Q

Krashen - Affective Filter Hypothesis

A

The needs and emotional states affect language acquisition.
Example: anxiety, attitude, self-image, motivation, classroom climate, and personality.

50
Q

Krashen - Input Hypothesis

A

One step beyond their current competence level.

51
Q

Krashen - Monitor Hypothesis

A

When learners edit their own language performance find and correct errors - limit use.

52
Q

Krashen - Natural Order Hypothesis

A

Language must be acquired in a specific order, and that order does not change between learners. They must learn the present simple tense before they learn the past simple tense.

53
Q

Krashen & Terrell - Natural Approach

A

An emphasis on low-anxiety, natural context for language acquisition goal of maximum comprehensible input (both BICS and CALP).
1) comprehension precedes production
2) production must be allowed to emerge in stages
3) Course syllabus must be based on communicative goals
4) Activities must be planned so they lower the affective filter

54
Q

Krashen - Acquisition Learning Hypothesis

A

Acquisition occurs subconsciously from natural communication.

55
Q

Krashen theory

A

To create a safe, welcoming environment certain structures of a language are easier to acquire than others. It is an optimal way a language is learned is through natural communication.

56
Q

TESOL or Notional-functional Approach in ESL

A

Method of teaching by starting with real-life situations in which people communicate and further broken down into specific aims of communication.

57
Q

Digraphs

A

Are two letters that make a single sound.
Example: ch, th, wh, and sh.

58
Q

Phoneme

A

The smallest individual sounds in a word.
Example: BIT would be -b -i -t

59
Q

Phonetics

A

The sounds of human speech.

60
Q

Phonology

A

Is a systematic organization of sounds in languages.

61
Q

Maintenance Model

A

When a student’s L1 is maintained so that it can become the basis for L2 learning.Although L1 is not developed or extended.

62
Q

One-way immersion program

A

An immersion program students are fully immersed in L2. Learners are placed in an English-speaking classroom with English native speakers regardless of their proficiency.

63
Q

Sheltered English Immersion

A

ME - ELLs are taught academic content in English by a content licensed teacher. However, the English language used for instruction is adapted to the proficiency level of the students. While the instruction focuses on content, sheltered English instruction also promotes English
language development.

64
Q

Transitional Bilingual Educational Programs

A

A program designed to be temporary. L1 is temporary, aim for teaching in L2 only. Monolingualism.

65
Q

Castaneda vs. Pickard

A

Three-part assessment for bilingual programs
1) sound educational theory
2) implemented effectively
3) resources.
The ESL programs undergo evaluations after a trial period.

66
Q

Lau vs Nichols

A

Comprehensible Input - must be understood. Chinese children in San Francisco (1974).

67
Q

Plyer vs Doe

A

It is illegal to deny funding or change for undocumented immigrant children’s education. (1982)

68
Q

Rios vs Reed

A

Bilingual programs need to actually be bilingual, not English only. (1978)

69
Q

Serna vs Portales

A

Provide a bilingual curriculum to accommodate ELLs. (1974)

70
Q

Lexicon

A

The collective vocabulary of a person or language.

71
Q

Linguistic Accommodated Testing (LAT)

A

Are testing accommodations used for the various content area tests.

72
Q

Mentor Text

A

Is literature revisited throughout the year for different purposes. These are stylistic or structural guides like Owl Moon by Jane Yolen.

73
Q

No Child Left Behind (NCLB)

A

Is a 2002 federal law.

74
Q

Cognitive and Academic Language Learning Approach (CALLA) - O’Malley & Chamot

A

Teachers explicitly teaching learning strategies and student apply them to increase CALPS.
1) Metacognitive, planning for learning, self monitor
2) Cognitive is manipulating materials to be learned
3) social/affective

75
Q

Organizational Structure

A

Include the following: cause/effect problem/solution main idea/details and/or sequence

76
Q

Paralanguage

A

Includes intonation, pitch, and volume.
Examples: speed of speech, tone of voice and body language.

77
Q

Indefinite Pronouns

A

A pronoun that does not refer to any person, amount, or thing in particular.
Examples are anything, something, anyone, everyone.

78
Q

Schema (when reading)

A

Background knowledge a reader brings to a text.

79
Q

Antonyms

A

Are words with the opposite meanings.
Examples are hot / cold or big / little.

80
Q

Homonyms

A

Are words that share the same spelling or pronunciation, but have different meanings. An example is fly because birds and planes fly.

81
Q

Meronyms

A

Are words that are part of a more general term.
An example is pants would be zipper or cuff.

82
Q

Synonyms

A

Are words with the same or a similar meaning. Example: angry/mad, s, es, ed, ing, ly, er, or.

83
Q

Sheltered Instruction Observation Protocol (SIOP)

A

An instructional model used to make grade level content comprehensible while acquiring English proficiency and developing academic language.
The steps are
1) content objectives,
2) language objectives,
3) background knowledge,
4) interactions
5) meaningful activities

84
Q

Structured English Immersion

A

ELLs are taught subject matter in English by a content licensed teacher
who is also licensed in ESL or bilingual education. The teacher is proficient in the first language of the
student. Students may use their native language for clarification, but the teacher uses only English. No
ESL instruction is provided in this model.

85
Q

Concept Attainment Model (Bruner)

A

Is an indirect instructional strategy uses inquiry process where you comparing and contrasting examples or attributes and non-attributes.

86
Q

Direct Method / Natural Method

A

Immersion in the language; Focus on oral communication.

87
Q

Teaching Approach - English for Specific Purpose

A

When you focus more on language in context than on teaching grammar and language structures. This require learners to be at a higher proficiency level and to have a specific interest.

88
Q

Language Experience Approach (LEA)

A

A whole-language approach that promotes reading and writing through the use of personal experiences and oral language.

89
Q

Lexical Approach

A

An approach to learning a new language through common phrases instead of individual words.

90
Q

Suggestopedia

A

Warm, relaxed, pleasant environment is the ideal state for learning; can use of art and music. There is a close relationship between teacher and student.

91
Q

Teaching English as a Foreign Language (TEFL)

A

The teaching English to non-native English speakers in Brazil.

92
Q

Social Communicative/Interactionist Theory (Zone of proximal development)

A

The difference between what a learner can do without help and what he or she can do with help. Vygotsky

93
Q

Bound Morpheme

A

Is a type of morpheme that can appear only as part of a larger word.

94
Q

Morpheme

A

Is a combination of sounds that has meaning and can not be broken down further. Categorized as roots and affixes.
Examples: write, laugh, and box.

95
Q

Expository Writing

A

Informs the reader about a specific subject, such as an invention.

96
Q

Narrative Writing

A

Has frequent elements of intense, vivid description. No need to paraphrase.

97
Q

Inflectional Morphemes

A

Inflectional morphemes are affixes, usually suffixes, that change the word’s form but keep the word’s original meaning.

98
Q

Pragmatics

A

The study of how words are used in context for communication. Depending on the context, the verb “bear” can have different meanings. In context 1, the woman is stating that she is unable to give birth. In context 2, a woman is stating that she cannot tolerate children.

99
Q

first-language interference

A

Renamed language transfer.
Have a ball in the garden.
There is a ball in the garden.

100
Q

Sheltered English instruction model

A

Self Contained - Involves adjusting content according to the proficiency level of students.

101
Q

Differences of SIOP (8) and CALLA (5)

A

S – focuses a bit more on Teacher delivery
C – focuses on more Student Learning Strategies

S - relies heavily on Scaffolding
C – relies more on hands on instruction

S - uses Class Assessments
C – uses more Self-Reflection as an assessment

S – is geared toward meeting content objectives and content instruction
C – is more focused on creating learning strategies to be used in all content areas

102
Q

Structured English Immersion

A

DO NOT provide explicit ESL instruction.

103
Q

Narration

A

is the process of recounting a sequence of events, real or imagined

104
Q

Cohesion

A

each sentence is connected to the next

105
Q

Orthography

A

conventional spelling system of a language

106
Q

Graphophonemic

A

is a student’s ability to connect written letters to their phonemes. Identifying and counting individual graphemes requires students to use graphophonemic processing.

FTCE ESOL (1 decks)

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