CTEL Module 1

Cognitive Academic Language Learning Approach

CALLA-an instructional model that integrates academic language development, content area instruction, and explicit instruction in learning strategies for both content and language acquisition inlcudes the use of metacognition and social/affective strategies: interacting with others for learning or using affective control for learning, scaffold to calp, skip quad a&B, language accross the curriculum

diagnostic tests

CEldt, where are they at?

The dimensions of language proficiency

BICS and CALP cummins

aquisitionists

Krashen and Mania-moniter, aquire, natural order, input+1 and output and affective filter teachers should: provide many nonverbal clues and build from language that is already understood through graphic organizers hands on learning and cooperative or peer tutoring techniques, studdy buddies, project based learning, one to one teacher student interactions

criterion referenced tests

Summative test that measures students against themselves and in comparison with the standards

discourse analysis

key to language acquisition, face to face interaction or discourse

comprehensible input

learners acquire language by in taking and understanding language that is a little beyond their current level of competence

common underlying proficiency

learners who have l1 cognitive proficiencies develop similiar cognitively demanding skills in the l2 faster than younger learners

grammer

looks at whether a particular sentence conforms to language standards

authentic assessment

measures performance on "real life" tasks and situations, formative assessment

not culture

mere artifacts, materials objects, and other tangible aspects of human societies

affective filter

motivation, self-confidence, anxiety

transfer

negative transfer/positive transfer

high stakes test

summative test

syntax

the study of the structure of sentences a descriptive form of the rules of language

non verbal communication

1. gesture and body language 2. eye-contact 3. proximity 4. artifacts 5.touching kinesthetic dimensions (high five etc) 6. olfactory dimensions

form, meaning, and use

1. how is the word and sentence (accuracy) constructed 2) meaning-what does it mean? 3. use-pragmatics:when? why? is it used (Appropriateness)

When teaching ELD learners know

1. sounds that may not exist in their native language 2.letter patterns may differ from primary language 3. spanish speakers discover cognates 4. ryhming words , songs, chants 5.use activities that break words into sylablles, 6. make new words by sub. phonemes 7.id. middle and final phonemes 8. segment words into phonemes 9. use picture books and simple stories 10. play games that id words that do not belong in a rythming pattern 11. use TPR 12. sorting letters, morphemes, and phonemes 13. make words using morphemes 14. guided discussions of shared experiences 15. stage class performances 16. write in journals 17. record observations 18. retell stories 19. create word banks 20. teach word families 21. sort pictures by vowels and morphemes 22. make a word study journal 23. teach homophones 24. games to id. phonemes and morphemes

semantics and pragmatics

1. use 20 questions to teach syntactic 2. connect verbs with actions 3. build sentences to make meaning 4. use role plays and drama 5. use comic style story strips with empty speech bubbles

Celdt

Tests proficiency levels 1.intial identification 2. annual assesment for progress 3. reclassification test listening, speaking, reading and writing

moniter

The moniter function is learned grammer, sufficient time to think about form and rules a person that actually corrects second language learner

social-cultural models

Trueba-Community of Practice Model-language and culture are intimately related to the process of early socialization, Wong-fillmore: second language acquisition is driven by interrelated social and linguistic/cognitive processes: both parties must be willing to communicate and play the role or part, frequent communication leads to relationship which leads to motivations to persevere in spite of language differences

validity

accuracy of the test

natural order

acquisition of grammatical structure proceeds in a predicted pattern yet Krashen believes that it is not necessary because learning is subconscious and free from conscious intervention

derivational morpheme

affixes that create a new word by changing from noun to verb ex. argue-argument, happy-happiness, sad-sadness

allomorphs

are morphemes dependent on the adjacent phoneme: they are said to be phonologically conditioned

determiners

are words that limit the noun or adjectives that follow (a, an, and the) demonstratives (this, that, those) possessives (my, your, his/her/its, our their

norm referenced tests

based on all students at their age level

subject-verb-object-place-time

basic pattern for english statements

constructivists

believe learning is an active process, spiraling, the learner selects, interprets and transforms information: constructs hypotheses and makes decisions, relying on a cognitive structure to do so; mental models provide the means by which an individual interprets and organizes experiences in order to elaborate and extend current understanding and their overall framework of knowledge a holistic approach that uses scaffolding -cooperative learning

Inflectional morpheme

bound morphemes such as ed are both inflectional and bound

associative learning

chunking, sequencing, long term memory and language acquisition "the law of contiguity"

interaction hypothesis

comprehensible input/output-through production one moves from semantics (meaning) to syntactic or grammatical structure use of language

pragmatics checklists

conversational exchange, turn taking, repairs, cohesion (use of referents and demonstratives)

higher cognitive process

develop out of social interaction according to Vygotsky

achievement gap

difference between where the student is and the standards

proficiency tests

do they meet the standards, both summative and formative test

word analysis

eld teachers should teach the most common and useful derivational prefixes: anti, bi, inter, intra, pre, un, and the most common and useful derivational suffixes: able, er, ism, ist, less, ness and ity

two-word verbs

ex "get-up" "get over" they can be found together or apart

language transfer

for example cognates or grammer rules that transfer

assessment

formative and summative tests

similairties and differences between l1 and l2

four stages of second language production 1. pre-production stage, 500 word vocabulary, early production stage eld2/3: limited production, progress varies and takes six months to two years of instruction vocab 1000 words receptive 10% production 3. speech emergence stage ELD3 and 4: expanded production, progress varies-error correction should be limited to modeling and the expansion of student's language, intermediate fluency: a period of continued vocabulary expansion to develp higher levlels of language use in content areas

contrastive analysis

identify the problems an eld learner can encounter for example the difference between l and r for japanese then teacher can develop meaniful classroom exercises

Pitch and stress

important aspects of phonolgy

language variations

individualism/collectivism

alignment

instruction has to be consistent with the standards

communicative competence

is a persons ability to convey and interpret messages and to negotiate meanings with in a given context

symantics

is the study of meaning in a language

discourse

is the way people carry on a conversation or write

formative assesment

on going tests

Phonemic sequence

permissible patterns for combing phonemes

phonemes

phonemes form patterns to make up word, phonemes are sounds: there can be more sounds than letters in an abc, its pron. depends on placement and other phonemes around it

bound morphemes

prefixes and suffixes, units that have meaning only when attached to another

compounding

putting words together to make another word

performance based (authentic)

refers to data collected during the actual accomplishment or demonstration of a particular set of skills or knowledge, real life and immediate, classwork, homework, quizes observation

traditional assessment

refers to the types of assessments generally found in classrooms: multiple choice, true-false, or matching objective exams or fill-in-the-blank, short-answer, or essay exams

cummins vertical continum

relates to the demands and how much help do you give them

free morphemes

root words that can stand alone, cannot be divided

sla

second language acquisition

Input hypothesis

second language instruction is one step beyond the learners present level of comprehension-zone proximal development input+1

affixation

something that is attached: these are bound morphs including derivational/inflectional morphs

cognates

spanish and english words that share the same latin root

overuse

students use the forms they know rather than trying new ones

at risk students

students who have difficulty meeting standards

equity

technology-standardized tests, technical/validity equity questions-is the test valid for the school population/what is the role of language in the criteria, general equity considerations-are ells given adequate preparation to know the content being assessed/has the test content been scrutinized for evidence of cultural, gender or other bias?

reliability

test is consistent and dependable

intuiting

the ability to access our non-conscious mind and make effective use of its store of observations, experiences and knowledge-ex.empathy: prior knowledge

Bics

the ability to use language is based on three requirements 1. the need to communicate 2. the quality of the input 3. responding to the input (output). The purpose of interaction vary.

pragmatics

the area of language function that embraces the use of language in social contexts-knowing what to say how to say it and how to be with other people. Must study discourse and conversational skills, relationship between pragmactics and other levels of langauge, situational determinants of the use of language

social culturalists

the importance of including their home culture: story telling, show & tell, cultural misunderstandings

simplification

the learner uses speech that resembles that of a very young child

the Hebb effect

the repetion of particular items in short term memory that result in permanent structural traces

academic discourse

the separate academic cultures have a language of their own, can marginalize teachers as well as students by not meeting the needs of the students instead writing should be taught across the curriculum ex. math journals-need a certain level of language, not good for eld

phonology

the study of the smallest segments of sound in a language

culture

the way of life of a social group: the total human-made environment. It is dynamic, complex

Universal grammer

there are rules shared by all languages, second language learners have internalized a mental grammar a natural language system that can be described in terms of linguistic rules and principles

intonation

used to convey more meaning

interlanguage

using a language system which is neither the l1 nor thel2, a third language with its own grammer its own lexicon and so on

overgeneralization

using a rule to cover everything and consequentially making errors

registers

variations in primary language due to setting, the topic, formality of the setting, and the medium

social interactionist

vygotsky language and thought develop alone to a certain extent and then cross each other as language becomes the vehicle for thought thereby more complex thought occurs with more complex language, not parallel learner but the lines cross again and again, intersecting lines (zone of proximal development) the area where the child can learn with assistance scaffolding

cognitive processs and sla

watson, thordike, skinner: language learning is like any other learning habit formation not problem solving-an automatic response elicited by a given stimulus, developmental sequences-linear teaching, memorization token-# of times a word appear and type-the rule breakers

acquire

were learning occurs: the unconscious process of internalizing concepts and developing functional skills as a result of exposure and comprehensible input

performance standards

what the state says they need to know

content standards

what we are required to teach

avoidance

where certian structures are very different so students avoid using them

accountability

where is the blame place? Summative and formative assessments hold educators accountable

morphenes

word parts "not syllables", smallest units of meaning