Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Spanish 613 Exam > Instruction/Pedagogy > Flashcards

Instruction/Pedagogy Flashcards

You may prefer our related Brainscape-certified flashcards:
Spanish flashcards Medical Spanish flashcards AP® Spanish flashcards
0
Q

L2

A

Language 2, The language a person is learning or has learned

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
1
Q

L1

A

Language 1, The language a person already knows

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

BICS

A

Basic Interpersonal Communicative Skills- Basic conversation skills that most students learned quickly

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

CALP

A

Cognitive Academic Language Proficiency- Academic language and terminology students need to understand to do well in an academic setting; this often takes 4 to 7 years to develop

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Competency 001

LANGUAGE LEARNING THEORIES AND SECOND LANGUAGE ACQUISITION

A

Competency 001

LANGUAGE LEARNING THEORIES AND SECOND LANGUAGE ACQUISITION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

LANGUAGE ACQUISITION VS. LANGUAGE LEARNING

Language Acquisition

A

When a language is naturally acquired without direct instructions, as when a child learns L1. They receive a of input, but not explicit instruction on grammar.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Language Learning

A

Not as communicative and is a result of direct instruction. Young children are not yet ready for complex grammar rules. Language learning is often used to teach L2

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Interlanguage

A

A linguistic system a second language learner develops who is learning L2 but has not yet mastered it; they preserve some features of L1 and “overgeneralize” rules for L2.

e.g. Inappropriate use of the past tense, mispronouncing words, and confusing/misunderstanding vocabulary words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Cognitive Processing

A

There are cognitive processes involved in learning L1 and L2.

The main difference is that people learn L1 as infants, and usually learn L2 as children, adolescents, or adults.

L1 is required with little effort, and formal instruction is not used for babies. They learn by imitating caregivers.

Generally L2 is learned in a formal education setting, and L2 learners are older. Usually L2 learners have a more formal understanding of language and rules, a longer attention span, and can benefit from direct instruction.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

LANGUAGE LEARNING THEORIES

A

LANGUAGE LEARNING THEORIES

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Communicative Language Teaching or Communicative Approaches

A

Use interaction and communication, including role-play and authentic text to teach language

-Communicative language teaching, or communicative approach us, link communication and language learning to real world situations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Content-based Approaches

A

Use content (or subjects) to teach students language in a meaningful way

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Nativist Perspective

Universal Grammar Theory

Language Acquisition Device (LAD)

A

Developed by Noam Chomsky

States that humans are naturally or biologically designed to learn language

Memory tip Noam and Nativist both start with “N”

Theory which asserts that people naturally develop a sense of grammar under normal circumstances

He believed that people were equipped with a LAD, which helps them understand grammatical rules and rules of language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Noam Chomsky

A

Influenced the communicative language teaching theory

Developed the Nativist Perspective

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Lev Vygotsky

A

Interactionist Theory- He is closely associated with the Interactionist Theory, which explains that language acquisition is both biological and social. Social interaction proceeds development.

His theory emphasizes the importance of using collaboration in the classroom to help students develop higher thinking skills (cognitive development)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Content-based Approaches

A

Content, or subjects, are used to teach L2, the target language. Teachers use hands-on, meaningful interaction and methods to help students learn the language in a real-world setting.

In CBI, learning The language is second to learning the contact. The objectives relate to the contact, not to the language.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

FACTORS AFFECTING SECOND-LANGUAGE ACQUISITION

A

FACTORS AFFECTING SECOND-LANGUAGE ACQUISITION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q
  1. Motivation
A

Motivated students learn faster

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q
  1. First language background
A

If L1 and L2 are related, this facilitates language learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q
  1. Language Transfer
A

Language transfer occurs when students use their knowledge of L1 and apply it to L2.

It can be positive (helpful) or negative (cause errors). When students learn cognates, words that look alike and have the same meaning (like computer and computadora), this is helpful and is positive language transfer. False cognates, or words that look alike but have different meanings (like embarrassed and embarazada), often causes language interference.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q
  1. Overgeneralizing
A

Overgeneralizing is when a student learns a rule in L2 but apply it when it should not be applied.

E.g. In Spanish, when students learn to add -ado or -ido to a word but do it when it should not be (like saying “He escribido” instead of saying “He escrito”). “Yo Sabo” lol

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Audio Lingual Method

A
  • Also known as the “Army Method”
  • Originated from the behaviorist theory of learning language
  • Focuses on repetition drills
  • Direct Instruction is used and students focus on grammar from the drills
  • (Repetition, Inflection, Replacement, Restatement)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q
  1. Family attitude and behavior
A

When parents and families encourage students to learn L2, this facilitates language learning.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Grammar-translation Method

A

Literary is superior to spoken language and the primary skills to be improved are reading and writing

Focuses on accuracy NOT fluency and students generally do not gain proficiency in speaking or have listening comprehension skills.

Students learn grammar rules and then translate sentence.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Differentiated Instruction

A
  • Plan lessons for all types of learners- Visual, auditory, and kinesthetic learners.
  • Designed instruction to meet the needs of the Special Education students, advanced learners, heritage speakers, and native speakers.
  • IMPORTANT BE SURE TO INCLUDE DIFFERENTIATED INSTRUCTION ON YOUR LESSON PLAN. Include specific ways you will meet the needs of special needs students, advanced learners, as well as heritage and native speakers.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Interdisciplinary Units

A

•Interdisciplinary units are also called thematic units.

  • Combines/expands curriculum across multiple subject areas.

•subject areas, and are in effective way to deepen students’ understanding and show them how subjects relate. It also allows them to learn content area vocabulary and jargon.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

FOREIGN LANGUAGE PROGRAMS

A

FOREIGN LANGUAGE PROGRAMS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q
  1. Foreign Language Experience Program (FLEX)
A

FLEX programs are enrichment programs designed for limited exposure to one or two foreign language(s) to children in elementary school.

•The main emphasis is on spoken/oral language and learning about other cultures. The goals are to expose children to other cultures, teach them basic vocabulary, and prepare them to enter foreign language or world language instruction in middle school.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q
  1. Foreign Language in Elementary School Program (FLES)
A

FLES programs are designed to help students develop some level of proficiency, and are not simply for exposure.

30
Q
  1. Immersion Programs
A

Immersion programs intertwine content learning from the regular curriculum and foreign language instruction.

31
Q
  1. Bilingual Education Programs
A

Bilingual education programs were originally designed for students with limited English Proficiency (LEP), but now there are two way bilingual programs that allow native English speakers to join LEP students.

Content learning (subjects) is conducted in both languages. Teachers of these programs are bilingual certified teachers, not LOTE teachers.

32
Q

Planning Lessons

A
  • use elements from all approaches when planning lessons.
  • tie in other subjects and use interaction and communicative strategies as often as possible.
  • instruction should always be TEKS (Texas Essential Knowledge and Skills) and LEARNER-CENTERED.
33
Q

Competency 002

USING SECOND LANGUAGE ACQUISITIONS THEORIES, PRACTICES, and STRATEGIES TO PLAN INSTRUCTION and ASSESSMENT

A

Competency 002

USING SECOND LANGUAGE ACQUISITIONS THEORIES, PRACTICES, and STRATEGIES TO PLAN INSTRUCTION and ASSESSMENT

34
Q

ASSESSMENTS

A

ASSESSMENTS

35
Q
  1. Formal Assessments
A

Usually tests or quizzes

  • generally used for a grade and create some pressure on students. They include quizzes, tests, essays, etc.
  • standardized tests are also formal assessments, like the STAAR exam.
36
Q
  1. Informal assessments
A

Could be oral questions, a class assignment, or journal entry

• are a low-stress way for teachers to evaluate students. Asking questions to check for understanding, reviewing classwork, homework, or journal entries, or keeping a portfolio of students’ work are way to informally assess students.

37
Q
  1. Formative assessments
A

Given while students are still working on a unit

Not graded (informal assessment)

38
Q
  1. Summative assessments
A

Given at the end of the unit

39
Q

Normative and Criterion-reference Tests

A

Normative Tests, or Norm-referenced tests, compare a test-taker to his/her peers (SAT,IQ,GRE).

Criterion-referenced tests, shows a students’ knowledge or performance on certain tasks (STAAR, LOTE).

40
Q

Using Assessments

A

Use formal and informal assessments evaluate:
• presentation skills

  • interpretive skills (interpreting oral language, text, etc.)
  • interpersonal communication skills in all modalities (speaking, listening, reading, and writing)
41
Q

Metacognitive Strategies

A

Metacognition is “thinking about thinking,” or self-evaluation.

• Strategies for steps that one uses to reach a desired task

Teachers should model metacognition strategies. “Modeling” is when a teacher shows students how to do something.

• it is helpful to give the students a learning styles quiz to determine if they are primarily visual, auditory, kinesthetic learners.

42
Q

TEKS and ACTFL

A

Public school teachers in Texas misuse instruction based on the TEKS. District curriculum is TEKS-based.

Foreign-language teachers should also referred to the resources provided by ACTFL (American Council on the Teaching of Foreign Languages).

43
Q

COMPREHENSIBLE INPUT

A

COMPREHENDIBLE INPUT

44
Q

Comprehensible Input

A
  • Established by Stephen Krashen
  • Language that students can understand
  • Teachers should provide meaningful language experiences using comprehensible input
45
Q

Stephen Krashen

A

A famous language acquisition expert, states that using comprehensible input+ 1, or i+1, along with Scaffolding, will help students reach the next level of proficiency.

  • Input Hypothesis or Monitor Comprehensible Input
  • He also asserts that a student’s capability to learn will be restricted if they are afraid or embarrassed, or fear being embarrassed. He states that their affective filter is up, making it harder to learn.
46
Q

Comprehensible Input +1

A

Language that is just above the student’s current proficiency level

47
Q

Affective Filter

A

The psychological state or emotions of the language learner; when nervous or afraid, the filter is high or up

48
Q

Scaffolding (vygotsky)

A

Extra support given to students to help them reach the next level

49
Q

Creating a Positive Environment

A
  • Plan fun, learner-centered activities
  • Encourage students to participate and use the target language both in and out of class
  • Do not allow anyone to make fun of their peers
  • Avoid direct correction. Instead, model the correct pronunciation or usage after a student make a mistake.
  • Incorporate technology to keep students engaged.
50
Q

Competency 003

USING THE TEKS TO FOSTER COMMUNICATION IN THE TARGET LANGUAGE, LEARNING ABOUT CULTURES, CONNECTING SPANISH WITH OTHER DISCIPLINES, MAKING COMPARISONS TO HELP STUDENTS UNDERSTAND THE NATURE OF LANGUAGE

A

Competency 003

USING THE TEKS TO FOSTER COMMUNICATION IN THE TARGET LANGUAGE, LEARNING ABOUT CULTURES, CONNECTING SPANISH WITH OTHER DISCIPLINES, MAKING COMPARISONS TO HELP STUDENTS UNDERSTAND THE NATURE OF LANGUAGE

51
Q

Interpersonal Communication

A

Communication between students (2 people or more)

52
Q

Interpersonal Communication Lessons

A
  • Plan engaging, learner-centered activities allowing students to practice interpersonal communication
  • Students should have role plays, performances, and conversations in the target language
  • Interactive software with voice recognition may also help
  • If the district approves, the teacher might be able to Skype with a class in a country that speaks the target language, and allow studetns to virtually meet students from that culture
53
Q

Interpretive Communication

A

Interpreting what is read, seen, listened to, etc.

  • It is important to include literature, videos, and songs that are authentic (not translated from English).
  • Ask students questions to check for understanding
  • Use both formal and informal assessments to monitor their interpretive communication
  • Encourage students to listen to music in Spanish and watch videos or shows in Spanish
54
Q

Using Comprehensible Speech

A
  • Use language that students understand (Comprehensible Speech), and also language that is just above their current level of comprehension
  • When using language above their comprehension level (i+1), use extra support like gestures, facial expression, and other clues
  • Check for understanding by asking questions
55
Q

Culture

A
  • Include practices, products, and perspectives from the target culture.
  • Show videos, play songs, clips from TV shows and plays, etc. in the target language.
  • Talk about traditions, holidays, etc. from the cultures from the countries that speak the target language. Encourage students to talk about their traditions and relate it to the traditions they learn about in class
56
Q

Making Comparisons

A
  • Encourage students to compare their culture to the cultures of countries that speak the target language.
  • For example, students can compare and contrast Halloween and el dia de los muertos.
  • Discuss how cultures and languages can influence each other. For example, many Spanish speakers have adopted English words, like “email” instead of “correo electronico,” or “parking” instead of “estacionamiento.”
  • In Texas Mexican or Tex-Mex food is popular, and although the dishes are not usually like authentic Mexican food, there is a strong influence.
  • Encourage students to think of how different cultures have influenced Texas.
  • Incorporate technology by showing videos, advertisements, and music videos with an influence from on of the target language cultures (maybe a commercial with Spanish words and a Latin-American celebrity).
57
Q

Make it Meaningful

A
  • Show students the relevance of learning a second language
  • Discuss expanded job opportunities, more job security, better pay, travel advantages, etc.
  • Tie the target language in with other disciplines, subjects, or content areas. If possible, coordinate with other teachers. You can teach vocabulary associated with what they are learning in Math, Science, Social Studies, and even English Language Arts
58
Q

Connecting to the Real World

A
  • Invite guest speakers from different countries that speak the target language. Ask them to speack about their culture, or how they use Spanish in their job, or anything else relevant to the TEKS (Texas Essential Knowledge and Skills) for Spanish.
  • Encourage students to make connections between what the guest speaker talks about and their lives. The guest speaker might discuss how he/she uses Spanish in his career, and this might increase students’ motivation to learn a second language. If the speaker talks about holidays or traditions from his/her culture, students can compare and contrast that to their holidays and traditions
59
Q

Extracurricular Activities

A
  • When possible, plan extracurricular activities and field trips to spark an interest in the target language and target cultures.
  • Field trips to museums, movies, etc. related to the target language are educational and fun.
  • After school Spanish clubs or Culture clubs are also ways to promote and foster language learning.
60
Q

Communication in Lesson Plan

A
  • Plan learner-centered, engaging activities for students to practice interpersonal communication.
  • Role plays, games, and conversations are helpful.
  • With district approval, the class might be able to have virtual pen pals and Skype or FaceTime with a class in a Spanish-speaking country
61
Q

Communication

A

a. students participate in conversations, ask for and give information, express emotions, and share opinions.
b. Students understand written language and spoken language on various topics
c. Students use the target language (Spanish) to present ideas, information, etc. to an audience on various topics.

62
Q

Cultures in Lesson Plan

A

Project-based learning is effective. Allow students to choose a project to show they understand the relationship between the perspectives and practices of a culture, or a project about the relationship between the perspectives and products of a culture.

-Example, students might create a PowerPoint presentation or an oral presentation about how perspectives influence practices. In Mexico, it is common for people to sit and visit for quite a while after a meal. This practice is called “sobremesa.” As a result, the waiter does not bring the check until the customer requests it. This is quite different than in the United States, where the server brings the bill once the guests have finished eating. The students can discuss how their views of the importance of socializing after the meal influence the practice of servers waiting to deliver the check, and show pictures of cafes or restaurants in Mexico. The students could also discuss other traditions and practices that are affected by cultural perspectives.

63
Q

The 5 C’s of Foreign Language

A

ACTFL (The American Council of Teachers of Foreign Languages) has designed the 5 C’s.

  1. Communication
  2. Cultures
  3. Connections
  4. Comparisons
  5. Communities
64
Q

Cultures Lesson Planing

A

Project-based learning is effective. Allow students to choose a project to show they understand the relationship between the perspectives and practices of a culture, or a project about the relationship between the perspectives and products of a culture.

-Example, students might create a PowerPoint presentation or an oral presentation about how perspectives influence practices. In Mexico, it is common for people to sit and visit for quite a while after a meal. This practice is called “sobremesa.” As a result, the waiter does not bring the check until the customer requests it. This is quite different than in the United States, where the server brings the bill once the guests have finished eating. The students can discuss how their views of the importance of socializing after the meal influence the practice of servers waiting to deliver the check, and show pictures of cafes or restaurants in Mexico. The students could also discuss other traditions and practices that are affected by cultural perspectives.

65
Q

Connections

A

a. Students extend their knowledge of other disciplines through the target language
b. Students gain information and learn about different viewpoints that are available through the foreign/target language and its culture

66
Q

Connections in Lesson Plans

A
  • As previously mentioned, thematic or interdisciplinary units are effective. The teacher can plan activities that teach vocabulary about what students are learning in Science, Social Studies, Math, etc. Students can also do a presentation in Spanish on what they are learning in another class. This will help them learn advanced cognitive language and jargon in Spanish.
  • Read Literature (poetry, short stories) in target language
67
Q

Comparisons in Lesson Plan

A
  • Help students evaluate the syntax (sentence structure) in English and Spanish. The syntax is pretty similar in English and Spanish, but adjectives have different placement. In English, adjectives go before nouns (pretty girl), but in Spanish adjectives follow nouns (chica bonita).
  • Students can complete projects about the target cultures, and can compare and contrast practices, perspectives, etc.
68
Q

Communities

A

a. Students use Spanish in school settings and in other places
b. Students demonstrate evidence of being life-long learners by using the target language not only for class, but also for pleasure and for enrichment

69
Q

Comparisons

A

a. Students show an understanding of the nature and structure of language by comparing the target language (Spanish) and their own language.
b. Students show an understanding of the idea/concepts of culture by comparing the cultures they studied and their own culture

70
Q

Communities in Lesson Plans

A
  • Offer extra credit for students to read in Spanish to elementary school students, or visit a nursing home and speak Spanish to residents.
  • If possible, take students to a theater to watch a play in Spanish, or watch a movie in Spanish

Spanish 613 Exam (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions