Key Terms

Question 1

Cognate

Answer 1

are words which have a common origin.

Question 2

Discourse

Answer 2

Discourse is a continuous stretch of speech or written text, going beyond a sentence to express thought.

For example: style in writing or rules of conversation. Cultural rules for conversation; ex: taking turns, opening conversation (How are you?)

We don’t write the way we speak – differences between written and spoken discourse

Question 3

Language Registers

Answer 3

Situational context is influenced by what is being talked/written about and the relationship between those speakers. This situational context of language use is referred to as a language register.

5 language Registers & Students must know how and when to move from one register to the next.

Question 4

Lexical ambiguity

Answer 4

Some words may have two or more meanings such as:
pen- a writing instrument or
pen- a place where pigs live

fall- a season of the year or
fall- to tumble down, plunge

Question 5

Lexicon

Answer 5

A lexicon is the knowledge that a native speaker has about a language. This includes information about:

-the form and meanings of words and phrases
-lexical categorization
-the appropriate usage of words and phrases
-relationships between words and phrases, and
-categories of words and phrases.

Funny way to remember:
The Harry Potter Lexicon is an amazingly detailed encyclopedia of Harry Potter minutiae; anything from obscure characters to spells to detailed book analysis.

Question 6

Morphology

Answer 6

Morphology is the study of the internal structure of words. Morphology can be thought of as a system of adjustments in the shapes of words that contribute to adjustments in the way speakers intend their utterances to be interpreted. In linguistics, word formation is the creation of a new word. The basic part of any word is the root. You can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word “unflattering,” the root is simply “flatter,” while the prefix is “un-“.

Question 7

Phoneme

Question 8

Phonics

Answer 8

Phonics is simply the system of relationships between letters and sounds in a language. When your kindergartner learns that the letter B has the sound of /b/ and your second-grader learns that “tion” sounds like /shun/, they are learning phonics.

Question 9

Phonological Awareness

Answer 9

the ability to recognize that words are made up of a variety of sound units is called phonological awareness. This relates to a number of sound skills necessary for a person to develop as a reader. As a child develops phonological awareness, he/she not only comes to understand that words are made up of small sound “chunks” known as syllables and each syllable begin with a sound (onset) and ends with another sound (rime). When skilled readers encounter multisyllabic, unfamiliar words, they divide or “chunk” the word into manageable units. These units may be word families or phonograms, such as -ade,-ick,-ill, inflectional endings, such as -es, -s, -ing, -ed, or prefixes and suffixes, such as fore-, dis-, mis-, -ity, and -ency.

Question 10

Pragmatics

Answer 10

Pragmatics is the study of the aspects of meaning and language use that are dependent on the speaker, the addressee and other features of the context of utterance, such as the following:

The effect that the following have on the speaker’s choice of expression and the addressee’s interpretation of an utterance:
-Context of utterance
-Generally observed principles of communication* The goals of the speaker

Question 11

Semantics

Answer 11

Here are two ways to interpret/define semantics:

1.Semantics, generally defined, the study of meaning of linguistic expressions.
2.Semantics, more narrowly defined, the study of the meaning of linguistic expressions apart from consideration of the effect that pragmatic factors, such as the following, have on the meaning of language in use:
-Features of the context
-Conventions of language use
-The goals of the speaker

Question 12

Syntax

Answer 12

Syntax is the way words are put together in a language to form phrases, clauses, or sentences. The syntax of a language can be divided into two parts:
Syntactic classes such as noun, verb, and adjective
Syntactic functions, such as subject and object

Question 13

cognitive approach

Answer 13

increasingly favored by experts in language acquisition, emphasizes extemporaneous conversation, immersion, and other techniques intended to simulate the environment in which most people acquire their native language as children.

Question 14

Frozen Register

Answer 14

Pledge of Allegiance, Lord’s Prayer, Preamble to Constitution (language that remains fixed/unchanged)

Question 15

Formal/Academic Register

Answer 15

interviews, academic language in classroom (lectures, instruction—mini-lessons), public speaking

Question 16

Consultative Register:

Answer 16

Talking to a boss/supervisor/teacher, lawyer, doctor, Counselor (asking for assistance)

Question 17

Casual (Informal) Register

Answer 17

Talking with friends, slang (writing drafts should
allow casual before the formal draft because it “gets the information out” on the paper)

Question 18

Intimate Register:

Answer 18

Language of lovers, sexual harassment (not for public
information)

Question 19

Linguistic Competence

Answer 19

Acquired when a person has achieved all four aspects of language (phonology, pragmatics, semantics, and syntax).

Question 20

Communicative Competence

Answer 20

Acquired when they can apply this in their everyday speaking. When one can use Linguistic Competence appropriately in a variety of social situations.

Question 21

Parts of Grammar is a language system

Answer 21

Phonology
Morphology
Syntax
Semantics
Lexicon
Pragmatics
Discourse

Question 22

Free Morphemes

Answer 22

a morpheme that can stand alone as a meaningful word (re- write)

Question 23

Bound Morphemes

Answer 23

a morpheme that cannot stand alone (re-write)

Question 24

Affixes

Answer 24

are morphemes which are added to root words and stems. “Words with affixes outnumber single-morpheme words four to one in written text.
-a suffix follows the root/stem
-a prefix precedes the root/stem
-a infix is inserted into the root/stem

Question 25

Conventional Syntax

Answer 25

refers to how language is typically used.

For example, in Standard English you would not say, “Y’all ain’t goin’ down ta tha hollir a-fishin’ today, are ya’s?” While this sentence would be fine in the hard-core Appalachian dialect, it would not be accepted in the Standard English dialect. You would, instead, say “You all aren’t going fishing in the valley today, are you?”

In other words, Conventional Syntax refers to the way people typically put things together in a given dialect–the order certain parts of speech go in, the type of vernacular variations used–the systematic ruled which govern conventional usage of a dialect.

Question 26

True Cognate

Answer 26

The word is spelled the same, meaning the same, but pronunciation will be different according to language structure of the words such as an accent mark. Example.. English-rodeo, Spanish- rodeo

Question 27

Partial Cognate

Answer 27

The word in other languages has the same origin but the spelling will differ. The meaning will be the same but the pronunciation due to the language structure will be different. Example…English-fragrance, Spanish- frangancia

Question 28

Krashen’s Theory of Second Language Acquisition

Answer 28

Krashen’s theory of second language acquisition consists of five main hypotheses:

-Acquisition-Learning hypothesis,
-Monitor hypothesis,
-Natural Order hypothesis,
-Input hypothesis,
-Affective Filter hypothesis

The Acquisition-learning hypothesis, according to Krashen, has two independent systems of second language performance: ‘the acquired system’ and ‘the learned system’. This process is very similar to the process children undergo when they acquire their first language, and it requires meaningful interaction in the target language, natural communication.
The ‘learned system’ or ‘learning’ is the product of formal instruction. It is comprised of a conscious process which results in conscious knowledge regarding the language, i.e. knowledge of grammar rules. Krashen’s opinion is that learning is less important than acquisition.

Question 29

Monitoring hypothesis

Answer 29

function is the result of the learned grammar with sufficient time, focus on correctness, familiarity of the rule. Used only to correct deviations from normal speech and to speech appearing more polished.

Question 30

Natural Order hypothesis

Answer 30

is based on research by (Dulay & Burt, 1974; Fathman, 1975; Makino, 1980 cited in Krashen, 1987) and suggests that the acquisition of grammatical structures follows a predictable “natural order.”

Question 31

Input hypothesis

Answer 31

is explained as how a learner acquires a second language. This hypothesis is Krashen’s explanation of how second language acquisition takes place, only concerned with “acquisition”, not “learning”.

Question 32

Affective Filter hypothesis

Answer 32

is the learner’s emotional state and can act as a filter that impedes or blocks input necessary to acquisition. Learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition.

Question 33

Preproduction Stage

Answer 33

Last 10 hours to six months. Have up to 500 receptive words (understand, not comfortable using), understand new words that are comprehensible… Involves period of silence, may respond to pointing, picture, acting, nodding, yes/no answers. Don’t force to speak until ready.

Question 34

Early Production Stage

Answer 34

Last additional 6 months after first stage. May developed 1,000 receptive/active words (understand and use). Speaks in one or two word phrases, comprehends new material with yes/no, who/what/where questions.

Question 35

Speech Emergence Stage

Answer 35

Last up to an additional year. Usually developed about 3,000 words, use short phrases and simple sentences. Use dialogue, ask simple questions, answer simple questions. May use longer sentences, some grammatical errors

Question 36

Intermediate (Fluency) Language Proficiency Stage

Answer 36

May take another year after speech emergence. Typically developed about 6,000 words, begin complex statements, state opinions, share thoughts, speak longer periods.

Question 37

Advanced (Fluency) Language Proficiency Stag

Answer 37

Gain proficiency in second language 5-7 years. Developed specialized content area vocabulary, participate in grade-level classroom activities with some support. Speaks English comparable to same age native speakers.

Question 38

Behaviorism

Answer 38

Behaviorism is a theory of animal and human learning that only focuses on objectively observable behaviors and discounts mental activities. Behavior theorists define learning as nothing more than the acquisition of new behavior

Question 39

Constructivism

Answer 39

Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.

Question 40

Nativist

Answer 40

Nativist theories hold that children are born with an innate propensity for language acquisition, and that this ability makes the task of learning a first language easier than it would otherwise be. These “hidden assumptions” allow children to quickly figure out what is and isn’t possible in the grammar of their native language, and allow them to master that grammar by the age of three. Nativists view language as a fundamental part of the human genome, as the trait that makes humans human, and its acquisition as a natural part of maturation, no different from dolphins learning to swim or songbirds learning to sing.

Question 41

Zone of Proximal Development.

Answer 41

Lev Vygotsky believed that this life long process of social development was dependent on social interaction and that social learning actually leads to cognitive development.

Question 42

CALLA

Answer 42

-Valuing their own prior knowledge and cultural experiences, and relating this knowledge to academic learning in a new language and culture
-Learning the content knowledge and the language skills that are most important for their future academic success;
-Developing language awareness and critical literacy
-Selecting and using appropriate learning strategies and study skills that will develop academic knowledge and processes
-Developing abilities to work successfully with others in a social context
-Learning through hands-on, inquiry-based, and cooperative learning tasks
-Increasing motivation for academic learning and confidence in their ability to be successful in school
-Evaluating their own learning and planning how to become more effective and independent learners.

Question 43

Guided Language Acquisition Design (GLAD) Mode

Answer 43

an instructional approach that incorporates a variety of strategies to support English learners in simultaneously learning content and acquiring language.

Furthermore, the GLAD model provides 5 components:

Focus/Motivation
Comprehensible Input
Guided Oral Practice
Reading/Writing
Closure

Question 44

Quality Teaching for English Learners (QTEL)

Answer 44

based on sociocultural and sociolinguistic theories of learning and the central role of language in the learning process.

QTEL’s belief system is based on the premise that ALL students can learn and engage in rigorous instruction regardless of their language proficiency. Furthermore, QTEL espouses collaborative efforts which bolster ELs abilties to engage in the 21st Century meaningfully in college and life. QTEL builds the capacity in areas such as effective oral and written communication, the ability to access, interpret, and analyze information, critical thinking and problem solving, curiosity and imagination, agility and adaptability, creativity, collaboration and leadership, and interculturalism and bilingualism.

Question 45

ESL Content-Based

Answer 45

An English program that serves students identified as LEP in English only by providing a full-time teacher certified under Section 29.061© to provide supplementary instruction for all content area instruction.

Question 46

ESL Pull-Out

Answer 46

An English program that serves students identified as LEP in English only by providing a part-time teacher certified under Section 29.061© to provide English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas.

Question 47

Scaffolding

Answer 47

1.Intersubjectivity (shared understanding) refers to the combined ownership of the task between the adult and the child, and setting a common goal.
2.The teacher is constantly evaluating the child’s progress and providing support.
3.Dialogues and interactions; the learner is an active participant and a partner in deciding the direction of the interaction, and not a passive recipient.
4.Reducing the support provided to learners so that they are in control and take responsibility for their learning. The important aspect of the transfer of responsibility is that the child has not only learned how to complete a specific task, but has also abstracted the process of completing the particular task.

Question 48

Morphology

Answer 48

The study of how words are structured and how they are put together from smaller parts (morphemes). A morpheme is the smallest linguistic unit that has meaning or grammatical function. (stem, prefix, suffix)

Question 49

Negative Transfers

Answer 49

Negative transfers occur when speakers and writers transfer items and structures that are not the same in both languages.

Question 50

CBEC

Answer 50

Content-Based ESL Curriculum

Question 51

Pre-teaching Vocabulary Words

Answer 51

One of the most effective methods of helping children learn new vocabulary words is to teach unfamiliar words used in a text prior to the reading experience. Adults (either alone or with the child(ren)) should preview reading materials to determine which words are unfamiliar. Then these words should be defined and discussed. It is important for the adult to not only tell the child(ren) what the word means, but also to discuss its meaning. This allows the child(ren) to develop an understanding of the word’s connotations as well as its denotation. Also, discussion provides the adult with feedback about how well the child(ren) understands the word. After pre-teaching vocabulary words, the child(ren) should read the text.

Question 52

Repeated Exposure to Words

Answer 52

It may seem common sense that the more times we are exposed to a word, the stronger our understanding becomes. However, repeated exposure to new vocabulary words is often ignored. Adults often forget a person (especially a child) needs to hear and use a word several times before it truly becomes a part of her vocabulary. Providing multiple opportunities to use a new word in its written and spoken form helps children solidify their understanding of it.

Question 53

Keyword Method

Answer 53

Like pre-teaching, the keyword method occurs before a child reads a particular text. In this method, unfamiliar words are introduced prior to reading. However, rather than encouraging the child to remember a definition for a new word, the adult teaches him a “word clue” to help him understand it. This “word clue” or keyword might be a part of the definition, an illustrative example or an image that the reader connects to the word to make it easier to remember the meaning when reading it in context. The idea behind the keyword method is to create an easy cognitive link to the word’s meaning that the reader can access efficiently during a reading experience.

Question 54

Word Maps

Answer 54

The word map is an excellent method for scaffolding a child’s vocabulary learning. Like the other explicit instructional methods, the adult (either alone or with the child(ren)) should preview reading materials to determine which words are unfamiliar. For each of these new vocabulary words the child (with the support of the adult) creates a graphic organizer for the word. At the top or center of the organizer is the vocabulary word. Branching off of the word are three categories: classification (what class or group does the word belong to), qualities (what is the word like) and examples. Using prior knowledge the child fills in each of these three categories. Word maps help readers develop complete understandings of words. This strategy is best used with children in grades 3-12.

Question 55

Context Skills

Answer 55

Context skills are the strategies that a reader uses for incidental vocabulary learning. Texts are full of “clues” about the meanings of words. Other words in a sentence or paragraph, captions, illustrations and titles provide readers with information about the text that they can use to determine the meanings of unfamiliar words. These features are often referred to as “context clues” because they are contained within the context of the piece of writing rather than outside it. Young readers should be taught to find and use context clues for learning new vocabulary words. Adult modeling and practice are key for helping children develop this important reading skill.

Question 56

Formal Assessment

Answer 56

standardized tests and individually administered tests used to identify special learning needs
Needs to be Valid and Reliable
Valid- The degree to which a certain inference from a test is appropriate and meaningful. For example, if I measure the circumference of your head to determine your level of intelligence, my measurement might be accurate. However, it would be inappropriate for me to draw a conclusion about your level of intelligence. Such an inference would be invalid.
Reliable- The degree to which a measure yields consistent results.

Question 57

Alternative Assessment

Answer 57

also called Authentic or Informal) - teacher-made tests, checklists, anecdotal observations, student work samples.
Needs to be Clear and Concise
Clear - The assessment should be set to objectives, outcomes, and learner expectations for the unit or lesson. Criteria for excellence and master should be set prior to student learning. Create a grading rubric to keep alignment tight.
Concise - The assessment has easily understood directions, has an appropriate readability level, includes higher-order thinking, covers important concepts and is not to long or allotted time.