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Old FTCE ESOL > LL ESOL Foundations > Flashcards

LL ESOL Foundations Flashcards

1
Q

Acquisition Learning Hypothesis

A

Krashen - 2nd language acquisition occurs subconsciously from natural communication where focus is on meaning.

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2
Q

Transitional Bilingual Educational Programs

A

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

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3
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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4
Q

Zone of Proximal Development

A

A chart that shows what tasks a learner can do independently, can do with assistance, and cannot do.

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

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5
Q

Language Experience Approach (LEA)

A

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

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6
Q

Dual Language Education

A

A model designed for students from two home language groups to learn in bilingual pairs side by side and use one or the other language for learning content.

Student A (English) grouped with Student B. (French) so they learn using both English and French.

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7
Q

Kinesthetic Learning

A

Learning primarily by touching things or doing an activity.

Example: create and act out plays or skits.

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8
Q

Sheltered Instruction

A

Integrate language and content instruction in order to make content comprehensible.

Systematically pair a content objective and a language objective for each lesson.

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9
Q

Transformational Grammar

A

A branch of generative grammar. The deep structure sentence “Eric walked the dog” can be transformed into several different new surface structure sentences such as “The dog was walked by Eric” and “Has Eric walked the dog?”

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10
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.

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11
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.

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12
Q

Structured English Immersion

A

ELLs are taught subject matter in English by a content licensed teacher who is also licensed in ESL . There is NO ESL INSTRUCTION is provided in this model. A teacher who focuses more on the order of words than on the meaning of the words.

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13
Q

Cummins - Cognitive Academic Language Proficiency Skills (CALPS)

A

Is formal, textbook language used in academic situations.

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14
Q

Informative Function

A

Is a language function used to provide information, describe things and give reasons.

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15
Q

Direct Method / Oral Method / Natural Method

A

Immersion in the language; Focus on oral communication.

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16
Q

Home Language Survey

A

A registration form on which parents enrolling their children in school indicate what language is primarily spoken at home
determines if testing is needed.

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17
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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18
Q

Dual Language 90/10

A

A dual language program in which the first language is used 90% of the time.

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19
Q

Fossilization of Errors

A

An error hasn’t been fixed and has cemented over time. It takes explicit instruction and multiple interactions to overcome.

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20
Q

Communicative Approach

A

Learning a language successfully comes through having to communicate real meaning.

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21
Q

Language Function

A

The different uses of a particular language.

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22
Q

Visual Methods

A

Lessons using materials for students to view.

Examples are maps, images, political cartoons, multimedia presentations and graphs.

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23
Q

Tactile Methods

A

Lessons using materials for students to touch and handle.

Examples: take notes, study sheets, or build dioramas or models.

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24
Q

Castaneda vs. Pickard

A

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

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25
Q

Language Variation

A

A different way of saying the same thing in sound or structure.

Example: “y’all” or you guys.

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26
Q

Constructivist Approach

A

The belief that humans construct knowledge and meaning from their experiences.
Activities are interactive and student-centered.

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27
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.

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28
Q

Directive Function

A

The language used to give commands and make .

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29
Q

Circumlocution

A

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

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30
Q

Borrowing (with ELL students)

A

Incorporation of linguistic material from one language to another.

A teacher writes the following sentence on the board in his ESL class: “I met my friend for lunch at the café.”

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31
Q

Krashen - Affective Filter Hypothesis

A

The needs and emotional states affect language acquisition.

Example: anxiety, attitude, self-image, motivation, classroom climate, and personality.

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32
Q

Cognitive Code

A

The learning of a a grammatical structure (usually inductively) and then practice it (presentation, practice, and production).
Dialogue of a debate, identify the grammatical structure being used and elicit the rules with a partner, practice by answering a series of “What would you do…?

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33
Q

Basic Interpersonal Communicative Skills (BICS)

A

The casual, everyday language used in personal conversation.

Examples: playground, lunchroom and bus.

34
Q

Dual Language 50/50

A

When each language is used 50% of the time.

35
Q

Late Exit Bilingual Program

A

When exiting bilingual instruction late in the elementary years.

36
Q

Krashen - Input Hypothesis

A

One step beyond their current competence level.

37
Q

Bruner - Concept Attainment Model

A

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

38
Q

False Cognates

A

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

39
Q

One-Way Programs

A

Bilingual programs that serve English learners alone.

40
Q

Nativist Theory

A

Chomsky’s revolutionary idea that language is innate. You are born with the ability to acquire language.

41
Q

The Silent Way

A

Teacher is silent 90% of the time, encouraging natural language expression. She shows picture of an old man and a young girl and says, “The man is older than the girl.”
shows the students a picture of a tall man with the name Bob and a short man with the name John and encourages the students to create their own sentences. She proceeds with this method. Teacher stays silent.

42
Q

Multisensory Approach / VAKT

A

Information is presented in visual, auditory, kinesthetic and tactile modalities (VAKT).

43
Q

Total Response Signals (TRS)

A

Are the cues students can use to indicate they are ready.

44
Q

Krashen - Monitor Hypothesis

A

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

45
Q

Newcomer Centers

A

A place for students who are new to the country to go become acclimated to their new environment.

46
Q

WIDA - World-Class Instructional Design and Assessment

A

6 levels
1) entering, 2) emerging, 3) developing, 4) expanding, 5) bridging, 6) reaching.

47
Q

Early Exit Bilingual Program

A

Where you exit bilingual instruction early in the elementary years - by 3rd grade.

Needed are:
1) intentional support in his ELLs’ native
2) language (L1) such as short summaries of key ideas
3) majority of whole-group instruction is in English (L2).

48
Q

Total Physical Response (TPR)

A

A coordination of language and physical movement. Students follow simply stated directions using controlled vocabulary.

49
Q

Audiolingualism

A

When you teach grammar and vocabulary through the use of repetition and emorization of set phrases. Based on Behaviorism theory.

50
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.

51
Q

Two-Way Programs

A

The goal is for all students to become bilingual.

52
Q

Comprehensible Input

A

Lau vs Nichols
Information that can be understood despite language barriers.

53
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) objectives, 2) language, 3) objectives, 4) background knowledge, 5) interaction and 6) meaningful activities.

54
Q

Phonics Approach

A

The ability to hear, identify, and manipulate phonemes.

55
Q

Notional-Functional Syllabus

A

Input organized into categories, or real-life situations in which people communicate and further broken down into specific aims of communication.

56
Q

Overgeneralization

A

The application of a grammar rule in a place where it doesn’t apply student adds ‘s to everything.

57
Q

Krashen - Natural Approach

A

An emphasis on low-anxiety, natural context for language acquisition goal of maximum comprehensible input (both BICS and CALP).

58
Q

Pull-In / Push-In Program

A

ESL teacher works inside her students’ regular education classroom.

59
Q

Interrelatedness (with ELL students)

A

The more developed the learner’s first language is the better the second one will develop.

60
Q

Language Interference

A

The learner applies knowledge from one language incorrectly to another language incorrectly.

61
Q

Expressive Function

A

A language function used to express feelings or attitudes.

62
Q

Sheltered English Immersion

A

A program model in which ELLs are taught academic content in English by a content licensed teacher.

63
Q

Dysnomia

A

The difficulty in recalling names or words needed for oral or written language.

64
Q

Cluster Center

A

A program in which students from two or more schools are grouped in a center designed to provide intensive language teaching.

65
Q

Heritage Language Program

A

A program in which ELLs are taught literacy in their native language.

66
Q

Word Order (Syntax)

A

In English we do subject/verb. In
Spanish - He went to the store yesterday.

67
Q

Biliteracy

A

The ability to read and write with competence in two languages.

68
Q

Avoidance

A

When an ELL avoids using difficult words and structures, opting for simpler ones instead
leaves vs eucalyptus.

69
Q

Grammar - Translation / Classical Approach

A

The teaching of grammar as a means to translate text in one language to another.

70
Q

Dialect

A

A language particular to a specific region or community.

71
Q

Florida Consent Decree, signed in 1990

A

It protects the civil rights of ELLs and provides them with equal access to education.

72
Q

Adverse or Negative Transfer

A

An interference of prior knowledge with current learning. A German-speaking student saying “informations” because the word “information” is countable in German.

73
Q

Grammar-Translation approach

A

A classical approach to teaching. This approach was common in the past, but used less frequently today. It involves a focus of instruction and direct translation.

74
Q

psycholinguistic approach

A

It is easiest during the critical period of early childhood.

75
Q

Plyler v. Doe

A

Akk undocumented immigrant students are entitled to attend public schools and have the same educational rights that citizens do.

76
Q

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.

77
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.

78
Q

social learning theory

A

A natural way to learn a language is by observing and imitating the behaviors of others.

79
Q

Teaching English as a Foreign Language (TEFL)

A

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

80
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.

81
Q

Cummins underlying proficiency

A

When two languages used by a bilingual student appear to be separate on the surface, but in reality the student is operating under one system. What a student knows in one language can be readily applied in another language.

82
Q

Connotation

A

The implied meaning of a word, feeling it conveys.

Example: Shrewd

Old FTCE ESOL (9 decks)

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