TExES - ESL Flashcards
What’s TESOL?
TESOL International Association, formerly Teachers of English to Speakers of Other Languages, is the largest professional organization for teachers of English as a second or foreign language. It was founded in 1966, and is based in Alexandria, Virginia.
What is the Domain 1 of the TESOL standards?
Domain 1: Language
Candidates know, understand, and use the major theories and research related to the structure
and acquisition of language to help English language learners (ELLs) develop language and literacy and
achieve in the content areas.
What’s NCATE?
National Council for Accreditation of Teacher Education
What’s CAEP?
Council for the Accreditation of Educator Preparation
True or False:
Young children learn second languages quickly and easily
False
Adolescents and young adults are the most
efficient. It is only in developing native-like
pronunciation that young children have the
advantage
True or False:
The L1 interferes with the L2; therefore, students should not speak the L1 in school or at home
False
Errors that reflect the structure of the L1 are a
part of the process and will usually disappear
over time.
In fact, the strongest predictor of success of second
language learners is a strong foundation in the
L1 and quality teaching of the L2
Mention at least 3 strategies to develop students’ literacy in the context of content area instruction
● Read short stories or narrative vignettes to activate students’ prior knowledge on
science topics
● Use narrative vignettes or expository texts related to everyday experiences to promote
meaningful engagement and authentic communication
● Use specific comprehension questions about inquiry activities
● Use strategies to enhance comprehension of science information in expository texts at
the end of each lesson
● Use a variety of language functions (e.g., describing, explaining, reporting, drawing
concluding) in the context of science inquiry
● Engage students in whole-group, small-group, and individual reading on science topics
● Have students write an expository paragraph describing the scientific process under
investigation
● Have students create Venn diagrams, concept maps, or graphic organizers using
science vocabulary
● Have students record data and report results in multiple formats (oral, written,
and graphic)
● Incorporate trade books or literature with scientific themes into instruction
● Use writing tasks as homework assignments; for example, students can write about
what they did in class, share their writings with family members, write about what
they talked about with family members, and fi nally, share their writings in class
List 3 or more of the language support strategies for ELLs to enhance comprehension of academic content and to develop English language proficiency
● Recognize students’ varying levels of language proficiency
● Structure activities to reduce the language load required for participation (e.g., slower
rate, enunciation)
● Use language that matches students’ levels of communicative competence in length,
complexity, and abstraction, such as reducing diffi cult language to key vocabulary or
using shorter utterances and simplified sentence structures
● Communicate at or slightly above students’ level of communicative competence
(i.e., comprehensible input)
● Use multiple modes of communication and representation through non-verbal
(gestural), oral, graphic, and written communication
● Introduce key vocabulary in the beginning of lessons and encourage students to
practice the vocabulary in a variety of contexts
● Use language in multiple contexts (e.g., introduce, write, repeat, highlight)
● Promote precision in describing and explaining objects and events, for example, give
explicit attention to particular words, such as positional words (e.g., above, below,
inside, outside), comparative terms (e.g., cold, colder, coldest), and affixes (e.g., /in-/
in “increase” or “infl ate” as opposed to /de-/ in “decrease” or “defl ate”)
● Use realia (demonstration of real objects or events)
Explain some effective strategies for assessment of ELLs
1) Using two separate scoring criteria, teachers may assess ELLs for subject learning and English language proficiency separately
2) Teachers may assess ELLs in their home languages as well as in English to promote general literacy and academic learning
3) Promote the use of multiple representational formats
Phonics
The system of relationships between letters and sounds in a language.
Morphology
The study of the internal structure of words.
The parts of a word are the root, prefix and suffix
Syntax
The way words are put together in a language to form phrases, clauses, or sentences.
- Syntactic classes such as noun, verb, and adjective
- Syntactic functions, such as subject and object
Lexicon
The knowledge that a native speaker has about a language
Semantics
The study of meaning
Discourse
A continuous stretch of speech
