Multicultural Classroom and Nature of Language

Question 1

Auditory Methods

Answer 1

lessons using materials for students to listen to

Question 2

Additive approach

Answer 2

lessons, units and examples that represent broader range of cultures and perspectives are added to the curriculum that is already in place

Question 3

cultural accommodation

Answer 3

the majority culture lives in harmony with the minority culture, each accepting and allowing the other to retain its cultural identity

Question 4

acculturation

Answer 4

when one culture takes on some of the culture traits of another culture

Question 5

ethnocentrism

Answer 5

the belief or view that your culture or society is better than any others

Question 6

culturally responsive teaching

Answer 6

teaching that recognizes students’ cultural preferences

Question 7

culture shock stages

Answer 7

1. honeymoon stage – travelers are happy
2. frustration stage – travelers begin to feel homesick
3. adjustment stage – travelers begin to feel more familiar and comfortable
4. acceptance stage – travelers feel more confident in the new country

Question 8

assimilate

Answer 8

when an individual or group replaces most of their home culture with the new culture

Question 9

Syllable Awareness / Syllabication / Syllable Segmentation

Answer 9

the ability to hear individual parts/syllables of words

“Education” has four syllables “ed-u-ca-tion”

Question 10

Derivation

Answer 10

the creation of a new word from another word, typically by adding an affix to a base word

Example.
slow + ly = slowly, joy + ful = joyful

Question 11

morphology

Answer 11

The study of forms of words, including affixes, roots, stems, and parts of speech.

Example.
The word “bicycles” is made up of three individual morphemes. The prefix bi-, the stem cycle, and the suffix -s.

Question 12

Language Acquisition

Answer 12

the process by which individuals learn a language

Question 13

voiced sounds

Answer 13

vocal cord vibrations cause sounds – g, r, m

Question 14

Cummins’ Quadrants

Answer 14

model for categorizing language tasks based on cognitive demand and amount of context available

Example.
Quadrant A - relatable context, low cognitive demand

Quadrant B - relatable context, high cognitive demand

Quadrant C - less relatable context, low cognitive demand

Quadrant D - less relatable context, high cognitive demand

Question 15

symnatics

Answer 15

The study of word or symbol meaning

Example.
“love” which has many different meanings in English

Literal vs figurative meaning of “Raining cats and dogs”

Question 16

Dependent / Subordinate Clause

Answer 16

Term definition.
clause that begins with a subordinating conjunction but cannot stand alone as a sentence even though it contains a subject and verb

Example.
While we were shopping,
she spent her whole paycheck.

Question 17

Phonology

Answer 17

the systematic organization of sounds in languages

Question 18

Subordinating Conjunction

Answer 18

a conjunction used at the beginning of a subordinate clause

Example.
because, although, even though, since

Question 19

suffix

Answer 19

letter or letters at the end of a root word that changes its meaning

Question 20

prefix

Answer 20

letters added to the beginning of the word

Question 21

pragmatics

Answer 21

The study of language in use, not in its structure; or the appropriate use of language.

Question 22

back-formation

Answer 22

the creation of a new word by removing an affix

Example.
painter -> paint

Question 23

Neologism

Answer 23

newly used word or phrase that is not yet formally accepted into a language

Example.
app, doubtrage

Question 24

orthography

Answer 24

spelling patterns of language

Question 25

phoetics

Answer 25

sounds of human speech

Question 26

compounding

Answer 26

makes a word out of two or more porphemes

foot + ball = football

Question 27

word blending

Answer 27

joining parts of two or more words to make a new word

Example.
smoke + fog = smog

Question 28

syntax

Answer 28

Rules that govern the construction of words in order to make phrases, clauses, and sentences.

Question 29

voiceless sounds

Answer 29

sounds articulated without vocal cord vibrations

Example.
/f/ /k/ /s/

Question 30

intonation

Answer 30

Intonation patterns of a language are part of the broader pragmatics level.

Question 31

Modal

Answer 31

Modal verbs, like can and should, should be followed directly by verbs in their base form, not the infinitive (to + verb) or gerund form (verb+ing)