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ESOL 2 > Test book prep > Flashcards

Test book prep Flashcards

1
Q

labial consonant

A

consonant that makes the lips move

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2
Q

nasalization

A

when final consonant allows air to pass through nose and change sound of the vowel- “ran”

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3
Q

aspiration

A

breathing out when saying a consonant

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4
Q

assimilation

A

when sounds change due to neighboring sounds

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5
Q

diphthong

A

vowels combine to make a new sound- coin

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6
Q

elision

A

omitting a sound from a word- let’s

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7
Q

metathesis

A

mixing letters up in words when speaking

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8
Q

free vs bound morphemes

A

free stand alone vs bound- prefix and suffix

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9
Q

affix

A

prefix or suffix

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10
Q

transformational grammar

A

the deep structure of a sentence- even if the phrases are switched around the message is the same

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11
Q

interference

A

the rules of L1 interfere with the rules of L2 , grammar, pronunciation

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12
Q

language policy

A

steps countries take to ensure which languages are spoken

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13
Q

antecedent

A

a word that has been replaced by another word in a sentence- John ran; he was tired. John is the antecedent

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14
Q

relative pronoun

A

word (who, whoever, whom, whomever, that, which, when, where, whose) that introduces a dependent clause

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15
Q

interrogative pronouns

A

begin sentences to ask questions- who will attend?

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16
Q

demonstrative pronouns

A

These, that, this, those- This is a cup

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17
Q

indefinite pronouns

A

no count- anything, anyone, something, everyone

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18
Q

conjugation

A

changing a verb to match the pronoun- he is going vs they are going

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19
Q

active vs passive voice

A

Sentence begins with subject or object- Our father cooked a great meal vs A great meal was cooked by our father last night.

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20
Q

Transitive vs intransitive verb

A

transitive requires direct object and intransitive does not require direct object

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21
Q

comparative vs superlative

A

compares 2 things vs compare many things- er vs est

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22
Q

adjective clause vs adverb clauses

A

adj begins with who, what, whose, which and adv begins with whether, unless, because, once, since, before, as…

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23
Q

interjection

A

shows emotion- oh, good, wow! hey!

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24
Q

determiner

A

word before a noun that specifies the noun- the, a, these, our, much, ten

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25
Q

reflexive pronoun

A

ends in self or selves and refers back to noun- He knows himself

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26
Q

sensorimotor stage

A

Piaget, theory of cognitive dev 0-2, explore through senses and actions

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27
Q

preoperational

A

Piaget theory of cog dev, 2-7 , egocentric in their own worlds

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28
Q

concrete operational

A

Piaget theory of cog dev, 7-11, develop rational/logical thought

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29
Q

formal operational

A

Piaget theory of cog dev, 11+, abstract/hypothetical thinking in their heads instead of on paper

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30
Q

Skinner’s behaviorist theory

A

language learned by being rewarded for speech

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31
Q

audio-lingual method

A

(army method) reinforcement used through drills to get students to say things correctly

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32
Q

Krashen’s 5 hypothesis monitor model

A

natural order- preproduction/silent, early pro, speech emergence, intermediate fluency
monitor- fixing their own mistakes
input- must be comprehensible and just above current level
affective filter- comfortable environment is everything
acquisition- language should be acquired rather than learned

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33
Q

Chomsky’s Universal grammar

A

kids are born with brains wired for learning language

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34
Q

Chomsky’s poverty of stimulus

A

children do not learn everything they need to know about language (grammar) from their surroundings

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35
Q

underextension

A

child does not apply terms widely enough- only refers to family pet as dog, not other dogs

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36
Q

overextension

A

child refers to all animals as dogs

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37
Q

interlanguage

A

learner develops blend of 2 languages while learning L2

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38
Q

fossilization

A

learners incorrectly learn something and can not easily correct it

39
Q

morpheme acquisition order

A

all students go through the same basic process to learn morphemes

40
Q

expository learning

A

writing to explain something (how it works- topic, details, conclusion)

41
Q

emergent literacy

A

what students need to know before they learn to read and write (phonemes)

42
Q

early stage of literacy

A

students make sense of text and can discuss

43
Q

transitional stage of literacy

A

students can decode text and summarize

44
Q

fluency stage of literacy

A

read extended text and can evaluate text

45
Q

direct/ natural method

A

learn through authentic exposure, not forced to speak

46
Q

induction

A

learning grammar while speaking and listening

47
Q

grammar-translation method

A

students taught in native language but grammar focused on target language- not forced to speak target language

48
Q

communicative approach

A

language learned through communication- realistic scenarios

49
Q

task-based instruction

A

students create or are given a real-life task that can be checked- planning a party

50
Q

the Silent Way

A

teachers try to be silent and allow students to make mistakes and work on pronunciation- no translation

51
Q

cuisenaire rods

A

manipulative colored rods used for arranging sentences

52
Q

push-in model

A

ESOL teacher joins regular classroom and co-teaches or provides small group instruction

53
Q

pull-out model

A

ESOL teacher pulls out small group to focus on vocab and grammar to aid in mainstream class

54
Q

content-based instruction

A

ESOL teacher uses core content to have students practice communication

55
Q

discrete language skills

A

directly teaching phonics, grammar, syntax

56
Q

semi-authentic materials

A

adapted materials to fit needs of the students- modified version of Romeo and Juliet

57
Q

Tactile learners

A

need to TOUCH things to learn

58
Q

lateralization

A

halves of brain begin to operate separately

59
Q

test reliability

A

when a test yields same results over time when taken by different groups of students

60
Q

test validity

A

when a test assesses what it is supposed to asses (measures math instead of understanding of questions)

61
Q

ESSA

A

Every Student Succeeds Act - replaces NCLB and reissues the older ESEA ensuring all students are taught to high standards

62
Q

reclassification

A

criteria (usually state test scores) that decide when ELLs should go back into regular classrooms

63
Q

ACCESS

A

Accessing Comprehension and communication in English state to state - annual assessments provided by WIDA to help schools measure ELL progress

64
Q

ESL instructional model

A

students placed in regular lessons and teacher differentiates

65
Q

Bilingual instructional model

A

students placed in regular classrooms, taught in L1 and supplemental materials given in English

66
Q

one-way dual language model

A

provides curriculum in 2 languages to all ELLs in one class

67
Q

two-way dual language model

A

provides curriculum in 2 languages to all ELLs and English speakers in one class

68
Q

Sapir-Whorf hypothesis

A

a person’s language controls their culture, thoughts and actions

69
Q

linguistic determinism

A

belief that language controls all thought and action

70
Q

linguistic relativism

A

belief that language partly controls thought and action

71
Q

monochronic culture

A

value being on time

72
Q

polychronic cultures

A

value social relationships- it’s ok to arrive really late

73
Q

acculturation phases

A

honeymoon, hostility, humor, home

74
Q

SIFE

A

students with interrupted formal education

75
Q

Keys vs school district 1, CO

A

ruled schools in Denver were segregated

76
Q

Lau vs Nichols

A

ruled schools in CA must provide ELLs with English instruction

77
Q

WIDA

A

collection of states providing programs to support ELLs

78
Q

Migrant Education Program

A

programs in every state that aid ELLS in graduating and being able to succeed in the real world

79
Q

AMAO

A

performance goals for ELLs

80
Q

ESL paraprofessional

A

staff assigned to assist ELLs with translation, paperwork, lessons, etc

81
Q

IDEA

A

individual with disabilities education act

82
Q

LEP

A

limited English proficiency

83
Q

NABE

A

national association for bilingual education

84
Q

false friend cognates

A

two words that look alike but have different meanings

85
Q

epenthesis

A

pronouncing a letter that should be silent- aposTles

86
Q

vowel reduction

A

a vowel sound is shortened (ex to schwa)

87
Q

object pronouns

A

pronouns taking the place of nouns- me, you, him, her, them, us- do not function as subjects

88
Q

Whole language approach

A

teacher works as facilitator with authentic materials to teach whole words vs phonics where students are taught to break words into phonemes

89
Q

mechanics

A

capitalization, punctuation, spelling

90
Q

semiotics

A

study of symbols in writing (h for hot on faucet)

91
Q

What is the Silent Way of instruction?

A

the teacher is as silent as possible allows students to fumble through conversation with each other, only intervening when necessary

92
Q

tactile learner

A

learns by touching and manipulating vs kinesthetic that learns by moving

93
Q

high context vs low context cultures

A

high context (collectivist) rely on context and low context rely on verbal expressions

94
Q

chronemics

A

how time plays a part in communication

ESOL 2 (1 decks)

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