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ESOL > Part 1 > Flashcards

Part 1 Flashcards

1
Q

Stages of 1st Language Acquisition

A

5 Stages- Babbling, One- Word (oneunit), Two Word, Telegraphic, AND Multiword

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2
Q

Behaviorist Model

A

Skinner- Individuals learn language as response to stimuli. Correct responses to stimuli and reinforced so they are repeated

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3
Q

Nativist Model

A

Chomsky- UG- LAD-

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4
Q

Vygotsky

A

Sociocultural Theory- learning begins with interpersonal communication then internalized as intrapersonal and ZPD

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5
Q

BrofenBrenner

A

Ecological Model like 4 rings atom- Microsystem- immediate environment, Mesosystem interacts with microsystem, Exosystem general elements of environment, and Macrosystem cultural believes

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6
Q

Steven Pinker

A

communication increases survival also believes in LAD based off Chomsky

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7
Q

Jim Cummins

A

developed CALP AND BICS

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8
Q

Cognitive Model

Social Interactionist mODEL

A

-Developed by Piaget

CHILD learns to speak in the same manner as those who speak to him. Monkey see monkey do

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9
Q

Piaget 4+3

A

Sensorimotor
Preoperational
Conrete Operations
Formal Operations

Assimilation phase
accommodation phase
equilibrium phase

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10
Q

Stephen Krashen 5

A

5 theories?

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11
Q

Acquisition Learning Hypothesis Model- (two ways)

A

2 ways for proficiency-

Acquisition- which is subconscious
Learning- which is conscious study

acquisition is most important can still learn a language without direct learning

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12
Q

Input Hypothesis

A

information need to be given slightly above comfort level but hard to differentiate among kids.

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13
Q

Monitor Hypothesis

A

explain how learning grammatical rules effects acquisition.

as you learn grammar you monitor discourse you hear in the future and you polish your speech

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14
Q

affective filter

A

anxiety or low self esteem can raise this filter and make it hard to learn a language

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15
Q

natural order hypothesis

A

acquisition of language follows predictable patterns but avoid patterns in favor of immersion and interactive performance.

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16
Q

Sociocognitive approach

A

competence is being able to express yo self in different social contexts

social necessity is primary motivator to learn a language

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17
Q

BICS

A

Basic Interpersonal Communication Skills

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18
Q

CALP

A

able to listen speak read and write at content grade level

CUP?

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19
Q

Dialect

A

VERSION of language used by particular group of people

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20
Q

Register

A

form of language appropriate for a given situation

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21
Q

Development of phonics

A

Logographic-
analytic -some words sound alike boy toy
orthographic- large site vocab

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22
Q

4 stages of spelling development

A

pre-phonetic- dont understand sounds = letters

phonetic
transitional -write messages
conventional- perfect spelling

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23
Q

Phonology

A

the way a language sounds

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24
Q

phonemes

A

the sets of sounds that go to a language

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25
Q

morphology

A

system used to construct letters into words

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26
Q

morpheme

A

smallest unit of a morphological system……basically any sound that has a meaning….basically morphemes are words….but s can also be a morpheme boy is a morpheme and s is a morpheme boys is a complex morpheme

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27
Q

syntax

A

basic structure of sentences in a language……its not grammar. grammar is recommendations for proper syntax. Syntax the entire collection of proper grammar the whole system.

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28
Q

phonetics

A

study of sounds during human speech…these individual sounds are called phones…universal for all different languages every sound has a phone thats measurable.

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29
Q

semantics

A

semantics= meanings of words
connotation-context,
denotation- literal

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30
Q

pragmatics

A

system you use a language in different social interactions.

basically how many different ways can you interpret

Will you go out with me?

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31
Q

phonemic awareness

A

Understanding that words are made up of individual sounds and different phonemes bat vs fat /b/ vs /f/

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32
Q

phonics

A

directed relationship between letters and sounds……the written shyt

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33
Q

2 types written Phonemes vs Graphemes

A

phonemes are always represented with the same signal and have there own alphabet

graphemes have there own alphabet…think the graphemes as the common alphabet or as an illustrative series

34
Q

Consonants vs Vowels

A

consonants block air

vowels vibrate air

35
Q

Consonant blends

A

combo of two constants sl dr

36
Q

diphthongs

A

combo of two vowels boil oy u

37
Q

digraphs

A

combo of two letters that sound different then their native sounds ch th sh

38
Q

onsets & rimes

A

sound that initiates a syllable-onset
vowel and constants afterwards-rime

onset s -rime-ag sag
onset b rime-ag bag

39
Q

beginning, end, and medial phonemes

A

where phonemes are placed in a word

40
Q

6 skills to graduate phonemic awareness and hardest one

A

sound matching, isolation, blending, substitution, deletion, and segmentation

segmentation is the hardest.

41
Q

Microprocesses

A

basic reading functions- grouping words and ideas into units of meaning on the sentence level

42
Q

Macroprocesses

A

putting together all the small chunks of reading into a big idea.

43
Q

Integrative processes

A

recognizing pronoun substitutions and recognize conjunctions ….know how to do sentence clauses

44
Q

Elaborative processes

A

knowing the authors intent…..tought for esl kids because you have to connect personally to culture of writing….Abraham Lincoln

45
Q

Metacognitive Processes

A

Self Critiquing your comprehension

relate it to your own life

46
Q

William Labov and Joshua Fishman

A

dudes that popularized dialects

47
Q

Dell Hymes and Basil Bernstein

A

speaking mnemonic- hymes

bernstien- distinguishing restricted code vs elaborative

48
Q

Sheltered English Approach

A

all teaching should be based on comprehensible input and background knowledge

49
Q

Comprehensible Input

A

you know this by now

50
Q

Sheltered Instruction vs ESL

A

sheltered instruction- focus is on mastery of content

esl - focus is on mastery of language

51
Q

Submersion Programs

A

sink or swim…throw a esl kid into a class with all english speaking naturals

52
Q

Transitional ESL education

A

receive content instruction in 1st and 2nd languages

teacher should gradually raise English use in classroom

students first taught in first language

aligns nicely with Krashens Input Hypothesis because we are gradualy rasing the level of difficulty

53
Q

Primary Language Instruction

A

so students dont fall far behind grade level during process of english instruction

54
Q

English Language Development

A

doing a summative assessment, making different graduations for profiency levels, and having lots of ungraded stuff

teachers should be fluent in both languages
well versed in teaching all content areas

55
Q

Dual immersion programs

A

esl kids with different first languages grouped and try and learn english as well as each others tounges

56
Q

SDAIE

A

Specifically, designed, academic, instruction, in english…..students doing this program have to reach intermediate levels of english

students given all course work in both of their languages

teacher needs to be fluent in both languages

57
Q

4 Orientations for teaching ESL

A

structural linguistic- comparing your 2 languages

cognitive- objectives on the generalization of rules in english

affective/motivational-increasing identification with native speakers to decrease anxiety

functional/communicative- selecting structures on the basis of needing to communicate

58
Q

Audiolingual Method

A

barf

repetition, overlearn it, memorization,

59
Q

Top down vs Bottom Up

A

learn the overal meaning without concerning on the small pieces yet

learn the small pieces first before you go into the main idea

60
Q

Communicative Strategy

A

need to create meaningful communication

create positive environment to lower the affective filters of students

use graphs and displays too

61
Q

Total Physical Response Approach

A

giving commands to convey language
teacher gives command then demonstrates and example of the command

then teacher does it with kids
then teacher gives command and kids does it
then teacher gives command and one kid does it
then students give each other or teacher the command

for kinesthetic learners

62
Q

Grammar-translation approach

A

lessons taught in primary language of students

then given text in english

goal is to translate the language into english

focus is not the content but the grammar rules in english

63
Q

Direct approach

A

lessons begin with dialogue in English
students are given the translation of conversation for grammar purposes

but when kids are given literature they do so for content not grammar

cant be given literature till mastery of cognitive academic language

64
Q

Community Language Learning approach

A

lower the affective filter of student first

5 steps 
1st student dependent on teacher 
2 student has contact with students 
3 student speaks with english students 
4 student speaks freely 
5 student refines his speaking skills

did this really need 5 fing steps?

65
Q

Reading approach

A

for the student who will not be living in an english speaking community

goals
improve reading
and understand current events and historical knowledge of english speaking countries

who cares about pronunciation and conversation just read it

lots of emphasis on vocabulary for fluency

66
Q

Functional-notional approach

A

divide language into units based on social context

67
Q

Categories of discourse

A

5 categories personal, impersonal, directive, referential, and imaginative

68
Q

Listening for comprehension

A

5 kinds of listening- appreciative, comprehensive, therapeutic, discriminative, and critical

69
Q

4 chicks- marie, sharon, priscilla, and marilyn

A

all helpful to the reading recovery movement

cilla worked with dyslexic readers

70
Q

Detached Intentional Listening

A

listening to someone before relating it to yourself

71
Q

RRA technique

A

style of active listening…..Review, Relate, and Anticipate

72
Q

Spoken Message

A

when listening look for the main ideas, organization, and supporting evidence

73
Q

Listener assessment

A

analyzing the audience of the people who are listening….why is this person giving this speech…does the crowd like it?

74
Q

listener analysis

A

ideas, organization, and support

75
Q

critical listening

A

what are the problems with this speech

76
Q

discriminative listening

A

things that are implied when someone is speaking….oh yeah i listened it looked like dude was in a rush to get out of here just watch his body language

77
Q

speech topic

A

what is the main reason for this speech ..is this person disorganized that is giving the speech

78
Q

faulty attribution of causation

A

just assuming there is one cause….there could be multiple ones

79
Q

circular reasoning

A

claims a speaker makes depend on his support

80
Q

contradictory argument

A

a speaker introduces information that does not agree with his main idea.

81
Q

social context

A

knowing your audience

82
Q

communication rules

A

knowing the rules the audience is bound by….people listening to Kim Jong in North Korea arent going to speak out are they?

ESOL (4 decks)

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