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ESOL > Terminology > Flashcards

Terminology Flashcards

1
Q

accommodation

A

adapting/adjusting to something or someone

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2
Q

assimilation

A

absorb/integrate; take in & understand;

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3
Q

enculturation

A

learn surrounding culture, acquire behavior and values of it

culture passed down through generations

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4
Q

pluralism

A

minorities maintain independent cultural traditions

multiple cultural groups in one area

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5
Q

-s / -ing

A

first two morphemes ELLs will aquire first

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6
Q

What are the 5 steps to learning vocabulary?

A
  1. source of words
  2. clear visual and audio
  3. learn meaning
  4. memorable connections
  5. use the word
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7
Q

1964 Civil Rights Movement

A

Title VI: Equal educational opportunities

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8
Q

May 25th 1970 Memorandum

A

open instruction to all students

if minority lang. kids can’t participate, district must rectify language deficiency

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9
Q

1974 Lau vs. Nichols

San Francisco

A

equality not achieved by providing same facilities, textbooks, etc; students who can’t understand excluded

orders districts to address barriers for non-English speakers

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10
Q

Serna v. Portales: 1974
Cintron v. Brentwood: 1978
Rios v. Reed: 1978

A

schools must determine student language abilities & design a course to meet their needs

(also required districts to hire bilingual educators?)

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11
Q

Castenada v. Pickard: 1981

A

3-part test to evaluate district’s ELL program:

  1. theory (legit educational theory)
  2. practice (implement, make a reality)
  3. results (drop a program that doesn’t deliver)
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12
Q

Plyler v. Doe: 1981

A

states prohibited from denying public education to children of undocumented immigrants, regardless of legal status

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13
Q

Civil Rights Restoration Act: 1988

A

ensures discrimination is prohibited (all federally funded agencies must comply with civil rights laws)

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14
Q

Civil Rights Enforcement Policy: 1991

A
  1. teachers must be trained & evaluated
  2. objective standards used for exit criteria
  3. school must offer alt. lang or special needs service
  4. ESL kids can’t be excluded from gifted programs
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15
Q

acculturation

A

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

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16
Q

phonology

A

organization of sounds

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17
Q

semantics

A

meaning

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18
Q

syntax

A

principals by which sentences are constructed

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19
Q

pragmatic

A

how context & situation contribute to meaning

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20
Q

language is rule-governed

A

phonological, semantics, syntax & pragmatic

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21
Q

language is variable

A

sounds are distinct

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22
Q

language is creative

A

can be manipulated

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23
Q

language is dynamic

A

language changes

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24
Q

prefix

A

affix placed before the stem of the word

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25
Q

compound

A

word with more than one stem (toothbrush)

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26
Q

root

A

basic word before combined with prefixes and suffixes

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27
Q

suffix

A

affix placed after the stem of the word

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28
Q

L1

A

limited or no English
nonverbal, simple words
developing basic interpersonal skills (BICS)

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29
Q

L1 Transfer

A

applying knowledge from native language to new language

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30
Q

L2

A

low-intermediate
simple convo, relies on familiarity, repetition & visual clues
write basic vocab & sentence structure

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31
Q

L3

A

high-intermediate
most convo, might need rewording
orally very good but may not read at grade level
writing getting complex

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32
Q

L4

A

proficient

grade-level writing & reading probs (idiom, academic vocb)

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33
Q

L5

A

advanced

proficient, grade-level fluency

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34
Q

lexical anomaly

A

meaningless

when words don’t follow the rules are irregular or inconsistent “colorless green…”

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35
Q

overextension

A

stretching a rule to incorrect usage

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36
Q

redundancy

A

using words that can be omitted w/o loss of meaning; repetition

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37
Q

structural ambiguity

A

words/sent mean diff things depending on the situation

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38
Q

input hypothesis

A

learners progress when they comprehend language input slightly more advanced than their current level

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39
Q

monitor hypothesis

A

only consciously learned language can be used to monitor language output, not spontaneous speech

self-correction

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40
Q

affective filter hypothesis

A

learners’ ability affected by negative emotions like fear or embarrassment

motivation, attitude, mood confidence, interest

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41
Q

natural order hypothesis

A

language is acquired in a particular order, which does not change between learners, and isn’t affected by explicit instruction.

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42
Q

positive transfer

A

apply learning correctly

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43
Q

overgeneralization

A

extending application of a rule to items excluded from it

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44
Q

simplification

A

modify to do what you know

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45
Q

avoidance

A

avoid topics or ideas they lack skills for

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46
Q

enrichment immersion

A

native speaker of majority language learns new language

like our foreign language classes (Spanish, Italian, etc.)

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47
Q

dual immersion

A

teach in both languages, aims for bilingualism

AKA two-way immersion

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48
Q

transitional
transitional bilingual education
early exit transition

A

instruction first in the native lang then English

students transition to mainstream class from special classes

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49
Q

circumlocution

A

the use of many words when fewer will do

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50
Q

hypothesis testing

A

learner approximates system & rules and tests them

highlights differences between learner’s interlanguage system vs. standard grammatical system

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51
Q

interlanguage

A

dynamic developed by a learner who has not become fully proficient yet, but is approximating the target language

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52
Q

pseudo-words

A

non-lexical vocables or sounds; nonsense syllables; must follow rules of language
Vonk not ngdrkl

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53
Q

self-generated words

A

originating from self

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54
Q

auditory discrimination

A

capacity to differentiate between individual sounds

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55
Q

pseudo-letters

A

looks like it belongs in language but doesn’t

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56
Q

cognates

A

words with the same origin or root word; related words

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57
Q

provision

A

supply

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58
Q

additive

A

added in small quantities

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59
Q

pull-out model

A

remove kids from reg classes; taught in smaller groups

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60
Q

inclusion model

A

special needs kids mostly with with regular students

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61
Q

self-contained model

A

ESL students together in subject classes modified for level

teacher covers all areas within their levels

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62
Q

Webquest

A

collaborative, inquiry-oriented research a lesson format

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63
Q

asynchronous

A

irregular intervals

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64
Q

BICS

A

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

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65
Q

biculturalism

A

2 distinct cultures in one geographical area

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66
Q

bridging

A

using native words to help understand English words

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67
Q

Brown v. The Board of Ed: 1954

A

abolishment of “separate but equal” (segregation)

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68
Q

CALP

A

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

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69
Q

Civil Rights Movement

A

Title VI: Equal educational opportunities

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70
Q

code switching

A

using 2 or more languages or language varieties in one conversation

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71
Q

collectivism

A

opposite of individualism; group-oriented society

interdependence (group depends on one another)

72
Q

communicative approach

A

learn communication by talking/using natural strategies

fluency trumps structure

73
Q

concordant competence

A

harmony

74
Q

connotation

A

cultural or personal meaning

75
Q

The Constructivist Theory

A

learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience

76
Q

deep culture

A

non-tangible aspects of culture; emotions, attitudes, & social rules

unseen at surface level and not taught.

77
Q

surface culture

A

visible aspects of culture; food art, dress, language, etc.

no real values are seen at this level.

78
Q

realia

A

concrete objects from the everyday world

Ex. magazines, books, toys.

79
Q

comprehensible input

A

language that is understood by the learner

focuses on meaning first; uses simplified speech

80
Q

inclusion method

A

ESL specialist goes into reg class to work with ESL student

81
Q

silent period

A

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”

82
Q

sheltered English

A

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

83
Q

deletion

A

deleting sounds

84
Q

denotative

A

literal meaning; dictionary definition

85
Q

diglossia

A

two dialects/related lang are used by one community

86
Q

early exit transition

A

native language first then Engllish

87
Q

fossilized

A

stop growing

88
Q

The Great Vowel Shift

A

change in the pronunciation in England; 1450- 1750

longer vowel sounds

89
Q

heteronyms

A

homonyms w/ same spelling but diff pronunciations

desert (to abandon)
desert (arid region)

90
Q

high context culture

A

many things unsaid or implied; culture fills in gaps

91
Q

low context culture

A

explicit; single words less valuable

92
Q

homograph

A

homonyms w/ the same spelling, maybe same pronun.

present (a gift)
present (to introduce)

93
Q

homonym

A

words w/ same spell, same pron, or both, but diff meanings

3 sub-categories: homograph, heteronyms & homophones

run (move fast)
run (operate)

94
Q

homophone

A

words w/ same pron but diff meanings; maybe same spell

write & right
flew/flu

95
Q

insertions

A

insert extra sounds

96
Q

integrative orientation

A

target language taught by native speakers

97
Q

interlanguage

A

not quite proficient

language approximated w/ some features of native language preserved

98
Q

interlingual error

A

structural errors

99
Q

Krashner’s 5 Hypothesis

AKA Input Hypothesis or Monitor Model

A

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

100
Q

largest impact on ESL education

A

Civil Rights Movement

101
Q

lexical ambiguity

A

words can have multiple meanings

102
Q

maintenance bilingual education

A

maintain native language

103
Q

metathesis

A

re-arranging of sounds or syllables in a word, or of words in a sentence

foliage > foilage
cavalry > calvary

104
Q

miscue analysis

A

observe & evaluate mistakes when students reads

105
Q

monitor model

A

self monitoring / self checking

106
Q

morphology

A

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
107
Q

morphophonemic knowledge

A

knowledge that word parts have meaning

108
Q

No Child Left Behind (NCLB)

A

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

109
Q

one-way (Spanish) immersion

A

1 language spoken

foreign language classes for English speakers

110
Q

passive voice

A

subject receives action instead of performing it

111
Q

What are the phases of assimilation?

A 
honeymoon
culture shock 
recovery
adaptive / biculture 
reverse culture shock

honeymoon
frustration
adjustment
acceptance

112
Q

Plessy v. Ferguson: 1896

A

upheld “separate but equal” (segregation)

113
Q

pragmatic knowledge

A

knowledge of situation / context

114
Q

pragmatic writing competence

A

ability to communicate your purpose to your audience

115
Q

Proposition 203 AZ

A

teach English ASAP through 1 year immersion

based on California’s Prop 227

116
Q

Proposition 227 CA

A

rapid 1yr program to limit bilingual ed & shorten stay in ESL

117
Q

Question 2 MA

A

all students taught all subjects in English

118
Q

register

A

degrees of formality; styles of communication

119
Q

static register

A

style of communication that rarely/never changes

the Pledge of Allegiance; laws

120
Q

formal register

A

used in formal settings; is one-way in nature; impersonal

speeches, sermons, announcements

121
Q

consultative register

A

standard and mutually accepted form of communication

professional discourse
strangers meeting
doctor & patient

122
Q

casual register

A

informal lang btwn peers and friends; “group” language

slang, vulgarities & colloquialisms

123
Q

intimate register

A

private; close family members, couples

spouse
siblings
parent & child

124
Q

rhyme

A

1st step in phoneme pronunciation

125
Q

phoneme

A

minimal units of speech sound in lang that can distinguish one word from another

(p) of pit VS (b) of bit

126
Q

scaffolding

A

adding support

127
Q

semantic knowledge

A

knowledge of word meanings

128
Q

semantics

A

word meaning

129
Q

Sheltered Instruction Observation Protocol (SIOP)

A

provide access to mainstream, grade-level content & promote development of English lang proficiency

make content more comprehensible & accessible

130
Q

social distance

A

extent which individuals/groups are removed from or excluded from one another’s lives

not connected to a new culture

131
Q

sociolinguistic competence

A

knowing how to speak in circumstances you are in

132
Q

structuralism

A

way of understanding things based on their relationships with certain systems or structures, not as isolated phenomena

133
Q

substitution

A

switching or adding letters

134
Q

synchronous

A

existing or occurring at the same time

135
Q

syntactic knowledge

A

knowledge of sentence structure

136
Q

syntax

A

sentence structure; arrangement of words in a sentence

137
Q

total physical response (TPR)

A

kinesthetic connections; coordination of lang & physical movement

138
Q

transfer

A

applying knowledge from one language to another language

139
Q

transitional bilingual education

A

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

140
Q

metacognition

A

Neil J. Anderson’s idea on getting kids to understand & control their cognitive processes to help 2nd lang develop

141
Q

5 areas of metacognition

A

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

142
Q

Communicative Language Teaching method (CLT)

A

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

143
Q

Grammar Translation method

A

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

144
Q

Direct Method

A

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

145
Q

Audio-Lingualism method

A

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

146
Q

Silent Way method

A

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

147
Q

Suggestopedia method

A

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

148
Q

CCQ

A

Concept Check Questions

149
Q

lexis (1 of 4 universal lang parts)

A

vocabulary; word stock

150
Q

grammar (2 of 4 universal lang parts)

A

relationships/rules btwn words & patterns that help us communicate

151
Q

function (3 of 4 universal lang parts)

A

communicating a particular purpose

ex: inviting, accepting an offer, giving directions

152
Q

Functionalism

A

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.

153
Q

Phonology (4 of 4 universal lang parts)

A

how we form sounds that make up pronunc. of lang

154
Q

PPP

A

Presentation, Practice, Production

155
Q

The first American bilingual education program occurred in which state in the 1960s?

A

Arizona

156
Q

Which state has the highest number of ELLs in the nation?

A

California

157
Q

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.

A

B. because students learn better by doing.

158
Q

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.

A

C. to enable the student to become independent of the teacher.

159
Q

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.

A

B. allows students opportunities to practice and develop their language skills.

160
Q

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

A. telling students what they will learn and why.

161
Q

When speaking in class

A. teachers should speak formally.
B. teachers should speak casually.
C. teachers should speak concisely.

A

C. teachers should speak concisely.

162
Q
  1. 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.

A

C. comprehends quickly by listening and doesn’t necessarily need to see it.

163
Q
  1. The roles of teacher & learner can properly be seen as

A. integrated and symbiotic.
B. separate and independent.
C. interactive and dependent.

A

A. integrated and symbiotic.

164
Q
  1. 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.

A

B. teacher centered, lecturer

165
Q
  1. 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

A. characterized by students learning naturally with less emphasis on grammar and more on error correction.

166
Q
  1. 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

A. students to mime an activity such as cooking.

167
Q

false cognates

A

false friends; words that seem similar in another lang but really aren’t

in Spanish embarazada = pregnant (not embarrassed)

168
Q

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

A. correct it immediately.

169
Q

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

A. her use of a false cognate.

170
Q

productive skills are

A

speaking & writing

171
Q

receptive skills are

A

listening & reading

172
Q

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.

A

True

173
Q

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.

A

C. a phonology point of view.

174
Q
  1. 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.

A

B. function.

175
Q
  1. 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.

A

B. French into the English language.

176
Q

English is a member of
A. the modern Latin languages.
B. the modern Indo-Iranian languages
C. the modern Germanic languages.

A

C. the modern Germanic languages.

ESOL (1 decks)

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