Test book prep Flashcards
labial consonant
consonant that makes the lips move
nasalization
when final consonant allows air to pass through nose and change sound of the vowel- “ran”
aspiration
breathing out when saying a consonant
assimilation
when sounds change due to neighboring sounds
diphthong
vowels combine to make a new sound- coin
elision
omitting a sound from a word- let’s
metathesis
mixing letters up in words when speaking
free vs bound morphemes
free stand alone vs bound- prefix and suffix
affix
prefix or suffix
transformational grammar
the deep structure of a sentence- even if the phrases are switched around the message is the same
interference
the rules of L1 interfere with the rules of L2 , grammar, pronunciation
language policy
steps countries take to ensure which languages are spoken
antecedent
a word that has been replaced by another word in a sentence- John ran; he was tired. John is the antecedent
relative pronoun
word (who, whoever, whom, whomever, that, which, when, where, whose) that introduces a dependent clause
interrogative pronouns
begin sentences to ask questions- who will attend?
demonstrative pronouns
These, that, this, those- This is a cup
indefinite pronouns
no count- anything, anyone, something, everyone
conjugation
changing a verb to match the pronoun- he is going vs they are going
active vs passive voice
Sentence begins with subject or object- Our father cooked a great meal vs A great meal was cooked by our father last night.
Transitive vs intransitive verb
transitive requires direct object and intransitive does not require direct object
comparative vs superlative
compares 2 things vs compare many things- er vs est
adjective clause vs adverb clauses
adj begins with who, what, whose, which and adv begins with whether, unless, because, once, since, before, as…
interjection
shows emotion- oh, good, wow! hey!
determiner
word before a noun that specifies the noun- the, a, these, our, much, ten
reflexive pronoun
ends in self or selves and refers back to noun- He knows himself
sensorimotor stage
Piaget, theory of cognitive dev 0-2, explore through senses and actions
preoperational
Piaget theory of cog dev, 2-7 , egocentric in their own worlds
concrete operational
Piaget theory of cog dev, 7-11, develop rational/logical thought
formal operational
Piaget theory of cog dev, 11+, abstract/hypothetical thinking in their heads instead of on paper
Skinner’s behaviorist theory
language learned by being rewarded for speech
audio-lingual method
(army method) reinforcement used through drills to get students to say things correctly
Krashen’s 5 hypothesis monitor model
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
Chomsky’s Universal grammar
kids are born with brains wired for learning language
Chomsky’s poverty of stimulus
children do not learn everything they need to know about language (grammar) from their surroundings
underextension
child does not apply terms widely enough- only refers to family pet as dog, not other dogs
overextension
child refers to all animals as dogs
interlanguage
learner develops blend of 2 languages while learning L2
fossilization
learners incorrectly learn something and can not easily correct it
morpheme acquisition order
all students go through the same basic process to learn morphemes
expository learning
writing to explain something (how it works- topic, details, conclusion)
emergent literacy
what students need to know before they learn to read and write (phonemes)
early stage of literacy
students make sense of text and can discuss
transitional stage of literacy
students can decode text and summarize
fluency stage of literacy
read extended text and can evaluate text
direct/ natural method
learn through authentic exposure, not forced to speak
induction
learning grammar while speaking and listening
grammar-translation method
students taught in native language but grammar focused on target language- not forced to speak target language
communicative approach
language learned through communication- realistic scenarios
task-based instruction
students create or are given a real-life task that can be checked- planning a party
the Silent Way
teachers try to be silent and allow students to make mistakes and work on pronunciation- no translation
cuisenaire rods
manipulative colored rods used for arranging sentences
push-in model
ESOL teacher joins regular classroom and co-teaches or provides small group instruction
pull-out model
ESOL teacher pulls out small group to focus on vocab and grammar to aid in mainstream class
content-based instruction
ESOL teacher uses core content to have students practice communication
discrete language skills
directly teaching phonics, grammar, syntax
semi-authentic materials
adapted materials to fit needs of the students- modified version of Romeo and Juliet
Tactile learners
need to TOUCH things to learn
lateralization
halves of brain begin to operate separately
test reliability
when a test yields same results over time when taken by different groups of students
test validity
when a test assesses what it is supposed to asses (measures math instead of understanding of questions)
ESSA
Every Student Succeeds Act - replaces NCLB and reissues the older ESEA ensuring all students are taught to high standards
reclassification
criteria (usually state test scores) that decide when ELLs should go back into regular classrooms
ACCESS
Accessing Comprehension and communication in English state to state - annual assessments provided by WIDA to help schools measure ELL progress
ESL instructional model
students placed in regular lessons and teacher differentiates
Bilingual instructional model
students placed in regular classrooms, taught in L1 and supplemental materials given in English
one-way dual language model
provides curriculum in 2 languages to all ELLs in one class
two-way dual language model
provides curriculum in 2 languages to all ELLs and English speakers in one class
Sapir-Whorf hypothesis
a person’s language controls their culture, thoughts and actions
linguistic determinism
belief that language controls all thought and action
linguistic relativism
belief that language partly controls thought and action
monochronic culture
value being on time
polychronic cultures
value social relationships- it’s ok to arrive really late
acculturation phases
honeymoon, hostility, humor, home
SIFE
students with interrupted formal education
Keys vs school district 1, CO
ruled schools in Denver were segregated
Lau vs Nichols
ruled schools in CA must provide ELLs with English instruction
WIDA
collection of states providing programs to support ELLs
Migrant Education Program
programs in every state that aid ELLS in graduating and being able to succeed in the real world
AMAO
performance goals for ELLs
ESL paraprofessional
staff assigned to assist ELLs with translation, paperwork, lessons, etc
IDEA
individual with disabilities education act
LEP
limited English proficiency
NABE
national association for bilingual education
false friend cognates
two words that look alike but have different meanings
epenthesis
pronouncing a letter that should be silent- aposTles
vowel reduction
a vowel sound is shortened (ex to schwa)
object pronouns
pronouns taking the place of nouns- me, you, him, her, them, us- do not function as subjects
Whole language approach
teacher works as facilitator with authentic materials to teach whole words vs phonics where students are taught to break words into phonemes
mechanics
capitalization, punctuation, spelling
semiotics
study of symbols in writing (h for hot on faucet)
What is the Silent Way of instruction?
the teacher is as silent as possible allows students to fumble through conversation with each other, only intervening when necessary
tactile learner
learns by touching and manipulating vs kinesthetic that learns by moving
high context vs low context cultures
high context (collectivist) rely on context and low context rely on verbal expressions
chronemics
how time plays a part in communication
