Multicultural Exam 3 Flashcards
Separate underlying proficiency
Teaching L1 and L2 separately
Common Underlying Proficiency
L1 input mixed with L2 input
First Floor Threshold 1
Limited Bilingualism. Low competence in L1 and L2. Negative cognitive-linguistic effects
Second Floor Threshold 2
Non-balanced bilingualism. Appropriate development and competence in one language, but not both. Neither negative nor positive cognitive-linguistic effects
Top Floor Threshold 3
Balanced Bilingual Proficiency. Additive bilingualism. Positive cognitive-linguistic effects
Conversational informal language fluency (CFLF)
Oral language Facilitates social interactions Context-embedded Shared reality between speakers Para-linguistic cues Learned naturally Used casually
Formal Academic Language Fluency (FALF)
Oral and written
gained through schooling
Taught in academic settings
Context reduced
listener knowledge
Not supported by facial expressions, and intonation
used in reading, writing formal oral communication
L2 Stage 1 Preproduction
10 hours-6 months english exposure 300 english words Primary listening-yes-no english Silent period Response to commands Points and gives other nonverbal response
L2 Stage 2 Production
6 mos- 1 year english exposure 1000 words Primary listening, formuliac language 1-2 word responses Uses present tense verbs Followed basic rules
L2 Stage 3 Emergence
1-3 years english exposure 7000 english words Speaks in short phrases and sentences, describes Good comprehension Some grammatical errors Basic communication skills
L2 Stage 4 Intermediate Fluency
3-4 English exposure 12000 English words engages regularly in dialogue, explains, summarizes, gives opinions debates Excellent comprehension Stable, CILF, FALF develops steadily Few grammatical errors
Typical Language Learning Ability 1
Adequate background
May need: bilingual education, sheltered english, instruction in english as a L2
Typical Language Learning Ability 2
Limitations of linguistic exposure and enviornment experience
May need: bilingual education, sheltered english, instruction in english as a L2, Additional enrichment experience
Language Impairment 3
Adequate background
May need: bilingual special education, english special education with as much primary language input and teaching as possible
Language impairment 4
Limitation of linguistic experience and enviornment exposure
May need: bilingual special education, english special education with primary language support, additional enrichment experience
Silent period
Student focus on comprehension and do little speaking
Younger the ch the longer the silent period
Interlanguage
System that has structurally intermediate status between L1 and L2
errors are inconsistent
Codeswitching
Alternating between 2 languages within a single phrase, sentence or discourse
Normal
Avoidance
Students will avoid communicating in L2 for fear of being laughed at or made fun of
self-conscious
Integrative variable
want to be part of mainstream culture
Instrumental variable
do not want to be part of mainstream culture. just want to learn english for a specific purpose bu not integrate it
Simultaneous Acquisition
child is exposed to 2 languages from infancy in natural situations
