Terminology Flashcards
accommodation
adapting/adjusting to something or someone
assimilation
absorb/integrate; take in & understand;
enculturation
learn surrounding culture, acquire behavior and values of it
culture passed down through generations
pluralism
minorities maintain independent cultural traditions
multiple cultural groups in one area
-s / -ing
first two morphemes ELLs will aquire first
What are the 5 steps to learning vocabulary?
- source of words
- clear visual and audio
- learn meaning
- memorable connections
- use the word
1964 Civil Rights Movement
Title VI: Equal educational opportunities
May 25th 1970 Memorandum
open instruction to all students
if minority lang. kids can’t participate, district must rectify language deficiency
1974 Lau vs. Nichols
San Francisco
equality not achieved by providing same facilities, textbooks, etc; students who can’t understand excluded
orders districts to address barriers for non-English speakers
Serna v. Portales: 1974
Cintron v. Brentwood: 1978
Rios v. Reed: 1978
schools must determine student language abilities & design a course to meet their needs
(also required districts to hire bilingual educators?)
Castenada v. Pickard: 1981
3-part test to evaluate district’s ELL program:
- theory (legit educational theory)
- practice (implement, make a reality)
- results (drop a program that doesn’t deliver)
Plyler v. Doe: 1981
states prohibited from denying public education to children of undocumented immigrants, regardless of legal status
Civil Rights Restoration Act: 1988
ensures discrimination is prohibited (all federally funded agencies must comply with civil rights laws)
Civil Rights Enforcement Policy: 1991
- teachers must be trained & evaluated
- objective standards used for exit criteria
- school must offer alt. lang or special needs service
- ESL kids can’t be excluded from gifted programs
acculturation
adapt to a new culture (two or more cultural patterns)
process of socialization whenever two diff cultures meet; changes seen or felt in BOTH cultures
phonology
organization of sounds
semantics
meaning
syntax
principals by which sentences are constructed
pragmatic
how context & situation contribute to meaning
language is rule-governed
phonological, semantics, syntax & pragmatic
language is variable
sounds are distinct
language is creative
can be manipulated
language is dynamic
language changes
prefix
affix placed before the stem of the word
compound
word with more than one stem (toothbrush)
root
basic word before combined with prefixes and suffixes
suffix
affix placed after the stem of the word
L1
limited or no English
nonverbal, simple words
developing basic interpersonal skills (BICS)
L1 Transfer
applying knowledge from native language to new language
L2
low-intermediate
simple convo, relies on familiarity, repetition & visual clues
write basic vocab & sentence structure
L3
high-intermediate
most convo, might need rewording
orally very good but may not read at grade level
writing getting complex
L4
proficient
grade-level writing & reading probs (idiom, academic vocb)
L5
advanced
proficient, grade-level fluency
lexical anomaly
meaningless
when words don’t follow the rules are irregular or inconsistent “colorless green…”
overextension
stretching a rule to incorrect usage
redundancy
using words that can be omitted w/o loss of meaning; repetition
structural ambiguity
words/sent mean diff things depending on the situation
input hypothesis
learners progress when they comprehend language input slightly more advanced than their current level
monitor hypothesis
only consciously learned language can be used to monitor language output, not spontaneous speech
self-correction
affective filter hypothesis
learners’ ability affected by negative emotions like fear or embarrassment
motivation, attitude, mood confidence, interest
natural order hypothesis
language is acquired in a particular order, which does not change between learners, and isn’t affected by explicit instruction.
positive transfer
apply learning correctly
overgeneralization
extending application of a rule to items excluded from it
simplification
modify to do what you know
avoidance
avoid topics or ideas they lack skills for
enrichment immersion
native speaker of majority language learns new language
like our foreign language classes (Spanish, Italian, etc.)
dual immersion
teach in both languages, aims for bilingualism
AKA two-way immersion
transitional
transitional bilingual education
early exit transition
instruction first in the native lang then English
students transition to mainstream class from special classes
circumlocution
the use of many words when fewer will do
hypothesis testing
learner approximates system & rules and tests them
highlights differences between learner’s interlanguage system vs. standard grammatical system
interlanguage
dynamic developed by a learner who has not become fully proficient yet, but is approximating the target language
pseudo-words
non-lexical vocables or sounds; nonsense syllables; must follow rules of language
Vonk not ngdrkl
self-generated words
originating from self
auditory discrimination
capacity to differentiate between individual sounds
pseudo-letters
looks like it belongs in language but doesn’t
cognates
words with the same origin or root word; related words
provision
supply
additive
added in small quantities
pull-out model
remove kids from reg classes; taught in smaller groups
inclusion model
special needs kids mostly with with regular students
self-contained model
ESL students together in subject classes modified for level
teacher covers all areas within their levels
Webquest
collaborative, inquiry-oriented research a lesson format
asynchronous
irregular intervals
BICS
Basic Interpersonal Communicative Skills
lang skills req. in social situations; context/situational based
not cognitively demanding or specialized, usually acquired within 6 mo-year of immersion
biculturalism
2 distinct cultures in one geographical area
bridging
using native words to help understand English words
Brown v. The Board of Ed: 1954
abolishment of “separate but equal” (segregation)
CALP
Cognative Academic Language Proficiency
formal academic learning; reading, writing, listening & speaking and other academic skills like comparing, evaluating, etc.
cognitively demanding; essential to success in school, takes years of study
Civil Rights Movement
Title VI: Equal educational opportunities
code switching
using 2 or more languages or language varieties in one conversation
collectivism
opposite of individualism; group-oriented society
interdependence (group depends on one another)
communicative approach
learn communication by talking/using natural strategies
fluency trumps structure
concordant competence
harmony
connotation
cultural or personal meaning
The Constructivist Theory
learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience
deep culture
non-tangible aspects of culture; emotions, attitudes, & social rules
unseen at surface level and not taught.
surface culture
visible aspects of culture; food art, dress, language, etc.
no real values are seen at this level.
realia
concrete objects from the everyday world
Ex. magazines, books, toys.
comprehensible input
language that is understood by the learner
focuses on meaning first; uses simplified speech
inclusion method
ESL specialist goes into reg class to work with ESL student
silent period
time ESL students observe, gather and absorb info without speaking; developing listening comprehension skills & learning structures like phonetics & vocab
also take in deep culture such as “common sense”
sheltered English
AKA transition or bridge classes
same content as mainstream classes but adapted to meet needs of the lang minority students
simplified speech, contextualization, task-function orientation, and interactional activities
deletion
deleting sounds
denotative
literal meaning; dictionary definition
diglossia
two dialects/related lang are used by one community
early exit transition
native language first then Engllish
fossilized
stop growing
The Great Vowel Shift
change in the pronunciation in England; 1450- 1750
longer vowel sounds
heteronyms
homonyms w/ same spelling but diff pronunciations
desert (to abandon)
desert (arid region)
high context culture
many things unsaid or implied; culture fills in gaps
low context culture
explicit; single words less valuable
homograph
homonyms w/ the same spelling, maybe same pronun.
present (a gift)
present (to introduce)
homonym
words w/ same spell, same pron, or both, but diff meanings
3 sub-categories: homograph, heteronyms & homophones
run (move fast)
run (operate)
homophone
words w/ same pron but diff meanings; maybe same spell
write & right
flew/flu
insertions
insert extra sounds
integrative orientation
target language taught by native speakers
interlanguage
not quite proficient
language approximated w/ some features of native language preserved
interlingual error
structural errors
Krashner’s 5 Hypothesis
AKA Input Hypothesis or Monitor Model
Acquisition Learning Hypothesis: acquired not learned; subconscious
Monitor Hypothesis - monitor for corrections
Natural Order Hypothesis - grammar/structure learned in a specific order
Input Hypothesis - input slightly above level of students
Affective Filter Hypothesis - attitude, motivation, confidence, anxiety
largest impact on ESL education
Civil Rights Movement
lexical ambiguity
words can have multiple meanings
maintenance bilingual education
maintain native language
metathesis
re-arranging of sounds or syllables in a word, or of words in a sentence
foliage > foilage
cavalry > calvary
miscue analysis
observe & evaluate mistakes when students reads
monitor model
self monitoring / self checking
morphology
word parts that contain meaning
ex: unsuccessful has three component morphemes
un = negative meaning (1st morpheme) success= primary meaning of the word (2nd) ful = plenty & indicates word is in form of adjective
morphophonemic knowledge
knowledge that word parts have meaning
No Child Left Behind (NCLB)
schools responsible for students reaching targets
could lose federal funding for lack of progress
all ESL students must be tested yearly
only scientifically proven methods should be taught
one-way (Spanish) immersion
1 language spoken
foreign language classes for English speakers
passive voice
subject receives action instead of performing it
What are the phases of assimilation?
honeymoon culture shock recovery adaptive / biculture reverse culture shock
honeymoon
frustration
adjustment
acceptance
Plessy v. Ferguson: 1896
upheld “separate but equal” (segregation)
pragmatic knowledge
knowledge of situation / context
pragmatic writing competence
ability to communicate your purpose to your audience
Proposition 203 AZ
teach English ASAP through 1 year immersion
based on California’s Prop 227
Proposition 227 CA
rapid 1yr program to limit bilingual ed & shorten stay in ESL
Question 2 MA
all students taught all subjects in English
register
degrees of formality; styles of communication
static register
style of communication that rarely/never changes
the Pledge of Allegiance; laws
formal register
used in formal settings; is one-way in nature; impersonal
speeches, sermons, announcements
consultative register
standard and mutually accepted form of communication
professional discourse
strangers meeting
doctor & patient
casual register
informal lang btwn peers and friends; “group” language
slang, vulgarities & colloquialisms
intimate register
private; close family members, couples
spouse
siblings
parent & child
rhyme
1st step in phoneme pronunciation
phoneme
minimal units of speech sound in lang that can distinguish one word from another
(p) of pit VS (b) of bit
scaffolding
adding support
semantic knowledge
knowledge of word meanings
semantics
word meaning
Sheltered Instruction Observation Protocol (SIOP)
provide access to mainstream, grade-level content & promote development of English lang proficiency
make content more comprehensible & accessible
social distance
extent which individuals/groups are removed from or excluded from one another’s lives
not connected to a new culture
sociolinguistic competence
knowing how to speak in circumstances you are in
structuralism
way of understanding things based on their relationships with certain systems or structures, not as isolated phenomena
substitution
switching or adding letters
synchronous
existing or occurring at the same time
syntactic knowledge
knowledge of sentence structure
syntax
sentence structure; arrangement of words in a sentence
total physical response (TPR)
kinesthetic connections; coordination of lang & physical movement
transfer
applying knowledge from one language to another language
transitional bilingual education
theory kids acquire 2nd lang by first acquiring native lang
goal to transition student into mainstream class ASAP; typically three years
bilingual teacher for all subjects (math, etc) in native lang, so kids can compete with peers in mainstream class in all subjects
metacognition
Neil J. Anderson’s idea on getting kids to understand & control their cognitive processes to help 2nd lang develop
5 areas of metacognition
1) Preparing and Planning for learning
2) Selecting and using learning strategies
3) Monitoring strategy use
4) Orchestrating various strategies
5) Evaluating strategy use and learning
Communicative Language Teaching method (CLT)
emphasizes learner’s ability to communicate functions, like making requests, accepting offers, describing & expressing preference
stresses learning through task assignment & problem solving; less concerned with accuracy than fluency
Grammar Translation method
traditional, teacher-centered method still used; explain in native lang & students do exercises in target lang
good grammar and voc but unable to speak/respond to simple sentences
Direct Method
1st method banning translation in class
student-centered; de-emphasis grammar & emphasis speaking
learn the L2 naturally as a child would; responses to teachers supposed to be automatic/instinctive
learning equated with habit formation; natural lang is focus
Audio-Lingualism method
popular in 1970s; resp. to research by behaviorists in WWII
drill responses to questions to be automatic/habitual
praise for correct responses, punishment for incorrect responses until student could produce correct form
Silent Way method
Humanistic Approach, teachers consider students’ feelings & reasoning to learn language
students doing most speaking; teacher mimes, gestures uses visuals to communicate; like TPR
“silent” teacher conducts class with smallest possible oral input; students teach & learn by doing
Suggestopedia method
Humanistic Approach emphasizes learning environment
music, yoga and meditation are used to aid relaxation
relaxing students makes them open to suggestion as children are to a new language, aiding rapid learning
CCQ
Concept Check Questions
lexis (1 of 4 universal lang parts)
vocabulary; word stock
grammar (2 of 4 universal lang parts)
relationships/rules btwn words & patterns that help us communicate
function (3 of 4 universal lang parts)
communicating a particular purpose
ex: inviting, accepting an offer, giving directions
Functionalism
focus on the particular purposes of language; by mastering chunks of language, students will get better idea of how the lang works overall rather than individual pieces like vocabulary, tenses, etc.
Phonology (4 of 4 universal lang parts)
how we form sounds that make up pronunc. of lang
PPP
Presentation, Practice, Production
The first American bilingual education program occurred in which state in the 1960s?
Arizona
Which state has the highest number of ELLs in the nation?
California
Why is the role of the teacher today usually described as that of a counselor, enabler, or guide?
A. because students learn better through lecture.
B. because students learn better by doing.
C. because students learn better when the teacher is at the front of the class.
B. because students learn better by doing.
The aim of the counseling/enabling role of the teacher is
A. to enable the student to become a teacher.
B. to enable the student to learn from the teacher’s mistakes.
C. to enable the student to become independent of the teacher.
C. to enable the student to become independent of the teacher.
The organizational role of the teacher:
A. allows students to organize their own classroom activities without a teacher’s instructions.
B. allows students opportunities to practice and develop their language skills.
C. allows students to join groups.
B. allows students opportunities to practice and develop their language skills.
An example of using metacognition in teaching is
A. telling students what they will learn and why.
B. telling your students to think for themselves and not ask so many questions.
C. allowing students to evaluate their school.
A. telling students what they will learn and why.
When speaking in class
A. teachers should speak formally.
B. teachers should speak casually.
C. teachers should speak concisely.
C. teachers should speak concisely.
- A student who is more aural.
A. probably likes to speak more.
B. likes to see everything written out on the board.
C. comprehends quickly by listening and doesn’t necessarily need to see it.
C. comprehends quickly by listening and doesn’t necessarily need to see it.
- The roles of teacher & learner can properly be seen as
A. integrated and symbiotic.
B. separate and independent.
C. interactive and dependent.
A. integrated and symbiotic.
- Which of these best describe the grammar-translation method?
A. student centered, lots of role play
B. teacher centered, lecturer
C. students act out stories.
B. teacher centered, lecturer
- Which of these best describe the direct method?
A. characterized by students learning naturally with less emphasis on grammar and more on error correction.
B. characterized by respect for students’ feelings as well as their reasoning skills.
C. emphasis on the learning conditions with music used to aid student relaxation so they absorb more information.
A. characterized by students learning naturally with less emphasis on grammar and more on error correction.
- A Total Physical Response (TPR) exercise might ask
A. students to mime an activity such as cooking.
B. student to translate everything.
C. teachers to use gesture and Cuisenaire rods.
A. students to mime an activity such as cooking.
false cognates
false friends; words that seem similar in another lang but really aren’t
in Spanish embarazada = pregnant (not embarrassed)
If a mistake occurs during an exercise and involves the teaching point, the teacher should
A. correct it immediately.
B . act as if it didn’t occur.
C. wait until the conclusion of the discussion to address the mistake.
A. correct it immediately.
If a student from Mexico says “I pretend (meaning ‘intend’) to be in Dallas this weekend”, the cause of the mistake probably was
A. her use of a false cognate.
B. her use of overgeneralization.
C. her use of L1 in a grammar pattern.
A. her use of a false cognate.
productive skills are
speaking & writing
receptive skills are
listening & reading
T/F: The difference between a long vowel sound as in “heat” versus a short vowel sound as in “hit” is an aspect of the phonology of English.
True
We would be more likely to analyze the words ‘wish’ and ‘which’ from
A. a lexis point of view.
B. a grammar and function point of view.
C. a phonology point of view.
C. a phonology point of view.
- A lesson which contrasts “May I borrow $5?” with “Can I get $5 from you?” is probably focusing on
A. phonology
B. function.
C. vocabulary.
B. function.
- The Norman Conquest brought the influence of
A. Greek into the English language.
B. French into the English language.
C. Sanskrit into the English language.
B. French into the English language.
English is a member of
A. the modern Latin languages.
B. the modern Indo-Iranian languages
C. the modern Germanic languages.
C. the modern Germanic languages.
