ESL TEXES

discourse

continuous stretch of speech or written text going beyond a sentence to express thought -- conversation

Regulatory

control behavior of others

oral discourse

conversation used to informally assess current language proficiency

MSV

meaning, structure, and visual

20 or more ELLs in one grade level across a district

means ESL program is required

formal assessment

measured after they have ample time to demonstrate mastery; tests, benchmarks

Songs/music/rhyming chants/choral readings

memory technique and opportunity to hear pronunciation

minimal pairs-technique used to identify phonemes

ship chip //// pet pit/// day they/// sin sing

lowest front vowel

short a - fat, clap, sack ; tongue tip is forward and rest of tongue is low

mid front unrounded vowel

short e - men, net, head; tongue is mid height and forward

receptive vocabulary

amount of spoken lang one can process aurally, or understanding words spoken to you; 4x greater than ability to speak

conversations in classroom should be

a rich environment of dialogue that he/she can comprehend, problem solving, reflection

discourse competence

ability to interact with native speakers using various communication strategies, conversation, narration, inquire for information, directing others

Learn weak areas of each student...

and focus on those first; share with family

Cognitive Strategies

Taught to promote independent learning and higher order thinking skills.

Learning styles

Teachers should teach using all three of these styles to everyone: 1. visual 2. auditory 3. tactile/kinesthetic

Media

Texas suggests using a variety of this in ESL instruction

Revising

Purpose- reordering arguments or reviewing scenes in a narrative; reordering supporting information; reviewing or changing sentences Stratregies- show and not tell; shortening sentences; combining sentences; peer response groups; and teacher conferences.

Content-based ESL

approach to teaching ESL that makes use of instructional materials, learning tasks, and classroom techniques from academic content areas as a vehicle for developing language, content, cognitive, and study skills

LPAC members

bilingual teacher, ESL or general education teacher, LPAC parent, and administrator -- parent can't be an employee of the district; conduct meetings within 4 weeks of enrollment and end of school year

natrualist

biologist, farmer, rancher, breeder, fisher, scout leader, medical doctor

dipthongs

blended, move mouth, aw, an, ou, ow

CUP (Common Underlying Proficiency)

both languages are part of one ademic language proficiency

bilabial

both lips are together -- p, b, m

affix

bound morpheme that changes the meaning or function of a root word -- think prefix and suffix

style shifting

can change to appropriate register immediately when social situation shifts

visual/spatial

envision 3d objects, create models/structures

criterion-referenced tests

expected to know specific criteria or specified knowledge and skills; these can be standardized or non-standardized

intimate language

language between lovers and twins.

PLD

proficiency level descriptor - reading, writing, speaking, and listening; Beginner, intermediate, advanced, and advanced high

Phonemic Awareness

The ability to deal explicitly with segmental sound units smaller than a syllable. Example: The sound units in D O G.

BICS vs CALPS

The Work of Cummins in 1984; differing levels of proficiency based on social vs academic, context rich vs context reduced

Communicative Approach (Krashen)

Two separate processes in development of languages- acquisition and learning

Billingual programs that have the most retention rates include:

Two-way Bilingual One-way Bilingual, 50-50 Bilingual, 90-10 Bilingual

Prejudice

Unfair and unreasonable opinion formed.

What are the levels of Cognates?

True, partial, and false.

stage 3 culture shock

adjustment period - learn to accept culture and change their negative attitude to positive one

high unrounded vowel

short i - fit, sit, knit -- tongue is high and forward

social language and academic language

should be intertwined in curriculum

partial cognate

similar cognates in 2 languages with similar meanings, but are spelled different -- such as fragrance (English) vs. fragrancia (Spanish)

Personal

tell about one's self

What LPAC decides

1. designates ESL level 2. place into correct grade 3. facilitate participation in other programs like 504 and SPEC ED 4. exit/transfer out of program 5. before STAAR tests to determine appropriate assessment

LPAC does what at meetings

1. determines placement of LEP 2. identify/confirms LEP and NON LEP students 3. exits students 4. determines accommodations for testing

critical areas ESL teachers must be aware of:

1. determining country of origin and lang spoken at home, how long child has been in US, unusual circumstances of immigration 2. discovering as much as possible about prior schooling, records, interviews 3. obtaining basic info on culture, religion, customs, food preferences/restrictions, and cultural role expectations of adults and children

Asylee or Refugee can be exempt from tests if

1. enrolled in ESL or bilingual program 2. Appropriate paperwork desigating he/she is an asylee or refugee 3. inadequate schooling outside of US 4. not yet to be in their 6th year in US

social registers

1. formal - academic, interviews, public speaking 2. consultative - asking for assistance from supervisor or teacher 3. informal - casual talk with friends; slang 4. frozen - fixed or unchanged, such as saying the pledge of allegiance 5. intimate - not for public, for family, close friends

Steps to identifying an ESL student

1. home language survey 2. OLPT and/ or standardized tests 3. LPAC meets within 4 weeks to discuss if qualifies or not 4. LPAC meets to discuss level 5. LPAC notifies parent in writing and obtains permission for program within 4 weeks pending permission

General principles for teaching ELL students

1. increase comprehensibility 2. increase interaction 3. increase thinking/study skills 4. use student's native language to increase comprehensibility

diagnosis in learning obstacle

1. observe problem in learning 2. plan solution that may include new curriculum, strategy 3. apply treatment 4. evaluate results to determine success 5. begin cycle again if needed

Texas ESL Standards

1. prerequisite understanding of English language concepts and acquisitions of English 2. methodologies 3. oral communication 4. literacy skills and assessment 5. ESL foundations 6. multicultural and multilingual perceptions 7. third-party awareness for a comprehensive overview of ESL instruction

Stages of language acquisition

1. silent/receptive stage 2. early production stage 3. speech emergency stage 4. intermediate language proficiency stage 5. advanced language proficiency stage

Domains of ESL teaching

1. what should happen BEFORE classroom (prep needed before teaching ESL students) 2. what should happen IN classroom (while teaching ESL students) 3. what should happen OUTSIDE classroom (continuous professional development and outreach to ESL students and families)

Lau vs. Nichols:

1974- The US Supreme Court decision which mandates that states address the unique language needs of the second language learner.

Castaneda v. Pickard

1981 - set the standard for the courts in examining programs for LEP students -- accountability for ESL programs 1. pedgaogically sound plan for LEP students 2. qualified staff to implement plan 3. system established to evaluate the program ** doesn't require bilingual education

speech emerges step by step

2 reasons not to require beginners to speak English immediately: 1. anxiety levels will be lower 2. understanding of spoken English develops faster due to use of comprehensible input

BICS basics

2 years, basic learning and basic speaking

dual language program / dual immersion

2-way immersion or 2-way bilingual education -- required in Texas -- goal for students to become biliterate -- can do all things in L1 and L2

How many weeks after enrollment of a suspected ESL student should LPAC meet?

4 weeks

Culture Shock

Extreme difference between used to culture (grew up with at home) and the new culture (public new areas); may cause frustration, anger, and depression.

Title III

Federal funding to provide supplemental resources to education agencies to help ensure LEP students attain English proficiency at high levels in academic core areas.

Adaptation

Finding ways to become part of a new culture while maintaining important values and customs of the original culture.

Comprehensible Input

Focuses on meaning first and uses simplified speech.

Tonal Languages

Pitch is used to distinguish words. All languages use intonation to express emotion or other such nuances but not every language uses tone to distinguish lexical meaning.

Sheltered instruction Observation protocol

SIOP - program model for teaching grade-level content in a way that is understandable for ELL students at the same time while promoting their English language development

Phonetics

Study of sounds of the human speech.

glide

consonant characterized by a continued gliding motion of th emouth position into the vowel that comes after it -- w, j

Pedagogy

knowledge of teaching, including characteristics of human development, diversity in learning, and expected knowledge and skills base for students according to state of Texas

explication of information

state facts or relationships directly, instead of requiring the reader to infer

WMLS (Woodcock- Muñoz Literacy Survey)

State approved oral language proficiency test. It may be used for identification/entry/exit/ and annual assessment.

Basic Interpersonal Communication Skills

BICS

Connotation

Implication of an additional meaning for a word or phrase apart from the explicit meaning.

Scaffolding

Support the teacher provides to the student in the learning process so that the student will be able to complete the task independently.

ESL Methods

practices and strategies that are effective for teaching ELLs in both language learning and content areas

Lau vs. Nichols

required ESL programs; there is no equality of treatment by providing students with the same facilities, textbooks, teachers, and curriculum for students who do not understand English is a form of discrimination

unfamiliar language

results in disadvantage to those who do not understand and an advantage to those who do

self-contained

same ESL teacher for all subjects

penultimate

second from end

language ability has no...

set age or grade level

Factors that affect L2 acquisition

similarities between languages, learning styles, aptitude for languages, instructional preferences, time available, social conditions, and motivation

Bloom's Higher Order Thinking Skills

skills that requires the learner to synthesize, analyze, or evaluate. Theses do not include: memorization, listing, or recall of any nature.

interpersonal

social, friendship, business, trends, fashion, cosmetics, counselor

musical/rhythmic

songs, patterns, melodies, listening, speaking, synchronization

phonology

sound patterns we hear in language

word analysis skills

sounding out/phonetics

accountability

strict measures are in place federally, so records must be kept and rules followed

Language experience approach (LEA)

student dictates as teacher writes down what was said

ESL exit

student must pass STAAR tests in LA and Reading and have guardian signature

Computer-assisted instruction (CAI)

use of computers in education

Two types of Assessment

Formal- standardized tests and individually administered tests used to identify special learning needs. Alternative- (Also called authentic or informal)-teacher-made tests, checklists, anecdotal observations, student work samples.

Readibility Scales

Fry Readibility, SMOG, raygor

Readability formulas

Fry, RAYGOR, SMOG

Marginalization

Groups lacking desirable traits are excluded from society.

Leo Vygotsky

He was a Soviet development psychologist, who worked on ideas about cognitive development, particularly the relationship between language and thinking.

TOP (Texas Observation Protocol)

Holistic assessment used to measure adequate yearly progress of ESL students in listening, speaking, reading, and in grades K-1 and listening, speaking and writing in grades 2-12 through the PLD's (Proficiency Level Descriptors) assessment tool.

Specially Designed Academic Instruction

SDAIE, program of instruction in a subject area, delivered in English, which is specially designed to provide LEP students with access to curriculum

False Cognate

Same origin; different meanings, different spellings, but will look similar.

Prewriting difficulties

Selecting a topic, narrowing the focus, generating ideas, organizing thoughts, determining audience and purpose

It's more effective to teach

Skills and concepts in L1 while teaching L2 vocabulary.

Phoneme

Smallest unit of meaningful sound.

BICS

Social language that takes about 2 years of consistent exposure to develop.

Basic Interpersonal Communicative Skills (BICS)

Social, conversational language using context clues (takes 1-2 years to learn)

Potential Sound Transfer Issues

Spanish: consonants /j/ /z/ /h/ digraphs /sh/ /th/ /TH/ Short Vowels /a/ /i/ /o/ /u/ Vietnamese: consonants /r/ w /y/ Digraphs /ch/ /sh/ TH/ Hmong: consonants /j/ /r/ /w/ /z/ digraphs /th/ /TH/ short vowels /e/ /i/ /u/ Korean: consonants /f/ /r/ /v/ /z/ digraphs /th/ /TH/

DOMAIN II- ESL Instruction and Assessment (approx. 45% of test)

Standards Assessed: ESL teaching methods, knowledge of the factors that affect ESL students' learning of academic content, language, and culture; formal and informal assessment procedures and instruments (language proficiency and academic achievement) used in ESL programs, and uses assessment results to plan and adapt instruction.

DOMAIN I- Language Concepts and Language Acquisitions (approx 25% of test)

Standards Assessed: fundamental language concepts, the structure and conventions of the English language; the processes of first- and second-language acquisition.

DOMAIN III- Foundation of ESL Education, Cultural, Awareness, and Family and Community Involvement (approx. 30% of test)

Standards Assessed: knowledge of the foundations of ESL education and factors that contribute to an effective multicultural and multilingual learning environment. how to serve as an advocate for ESL students, and facilitate family and community involvement in their education.

Meeting the needs of all learners

Students' feeling comfort with instructional settings and activities come from both cultural and individual preferences. Use a variety of formats to meet the multiple needs of your diverse students.

RPTE II

This is a reading test in English for grades 2-12 given each spring to ESL students to show adequate yearly progress in reading.

LAT/ Linguistically Accommodated Test

This is an alternative math, reading, and science assessment for ELLs, who are LEP exempt from the regular STAAR test.

Indirect methods of correction of errors

Use these: use of peers, opportunities for communication and interaction, clarifying accuracy, modeling

ESL Strategies

Use visuals, simplify written tests, give oral tests, use manipulatives, provide a word bank, place students in mixed level groups

TPR (Total Physical Response)

Uses body movement to accelerate language acquisition, teacher gives command and models the action: open your book; stand up; walk to the window.

An ESL teacher is assessing the reading performance of her ESL students individually. As each student reads, she makes notes on her copy of the text. Printed below is a portion of the teacher's notes on one student's reading performance. "The boy read the book last night." Self correction on read, go to repetition on read the book- Teacher's notes suggest that this student was utilizing which of the following reading skills to confirm the pronunciation and meaning of the word read?

Using semantic and syntactic cues.

Currently Accepted ESL Methods All Use These Basic Strategies

Visuals- pictures, realia, video; Vocabulary Development- attention to teaching core vocabulary; Active Learning- process and apply new content and skills; Interaction- use multiple grouping configurations; Learning Strategies- help students monitor their own learning.

Behaviorism

We ignore, cue, prompt, and redirect before we intervene with consequences when dealing with a child's behavior.

English Syntax Taught by Grammar Study

We will go home after school. NOT- After school to home we will go. /// a big blue house NOT- a house big blue or NOT- a blue big house

Inclusion/ "Push In"

When an ESL specialist goes into the mainstream classroom in order to work with the ESL student.

lexicon

list of words together with word-specific information -- how people use and store words, how people learn words, history and evolution of words

Brainstorming

list/tell what they know on a topic; tells teacher about known vocab and topic knowledge

Language Objectives

listening, speaking, reading, and writing.

middle front vowel

long a - hate, weigh, paid; tongue different

highest front vowel

long ee -- eat, ease, eel; tongue is really forward and high in the mouth

Level 3: Speech Emergence

longer utterances

language attrition

loss of a language within a person or group over time

Sheltered English

makes academic content instruction in English understandable to ESLs; teacher combines: 1. Cognitively challenging but understandable instruction in content area 2. English language 3. Focus on social/affective development - uses physical activities and visual aids in content areas, groups, and scaffolding

cultural responsiveness

making sure there is a culturally responsive learning environment in place that indicates a respect and validation for students' home culture

LAT Tests

math and science

structure English immersion (SEI)

maximizes lessons taught in English using ESL techniques with goal of English proficiency being foremost

cultural and linguistic diversity

may affect students' learning of academic content, language, and culture

Listening, speaking, and writing

may be at different levels of proficiency, and it is the responsibility of the ESL teacher to know these levels

Content Based ESL

meaning focused, student-centered, integrate reading, writing, listening, and speaking -- SIOP Models, SDAIE Model, and CALLA model

Acquisition-Learning Hypothesis

meaning to structure; acquired and learned knowledge go hand in hand to learn a language; uses conversation and from formal study of grammar

Silent way

method in which teacher doesn't speak very much but basically uses objects to induce students to learn language structure by having them direct teacher in certain requests

Curriculum requirements include that school districts offer one or more courses in required curriculum containing...

a research writing component for students entering grade 1.

linguistic lessons

ability to comprehend new content terms when listening and to use them in speech

sociolinguistic competence

ability to interact in different registers using appropriate rules and politeness for that situation

strategic competence

ability to make use of limited linguistic resources using what you know to get the point across

communicative competence

ability to use any form of language appropriate to the demands of social situation -- use linguistic and cultural norms

linguistic competence

ability to use correct grammatical form and structure to express given meaning; comes later on in acquisition process; not considered as important

conceptual lessons

academic application of abstract reasoning

stage 4 culture shock

acceptance and adaptation phase - feel at home and become involved in new culture

Monitor Theory

acquisition, rather than learning, is the foundation of fluency in L2; L2 learners must be given time to think about correct use of language in order to monitor what they say or write

discrimination

act of treating people differently solely because they belong to a certain group

additive billingualist

addition of L2 and culture doesn't replace L1 language and culture; linked to high self-esteem, increased cognitive flexibility, and higher levels of proficiency in L2

lexical understanding

after fundamentals of English (structure and conventions), focus on higher levels here (terms used in academic content, math, science, etc.)

nasal

air is forced through your nose as you make the sound - -m, n, ng

English Language Development program (ELD)

aka ESL program

home language survey

all must take it, and if parent or student marks that English is not their home language, they must take a lang test within 4 weeks of enrollment date

A middle school science class that contains many ESL learners is taught collaboratively by the science teacher and the ESL teacher. The two teachers introduce the topic of earthquakes by leading a class discussion and creating on the chalkboard a semantic map. As an introductory activity, this strategy is helpful to ESL students primarily because it:

allows them to develop or review key concepts and vocabulary.

ESL

an educational approach in which students who have limited English proficiency (LEP) are given special curriculum involving little use of native language; often in pull-out style

Communicative based ESL

approach to teaching ESL -- based on the theory that language is acquired through exposure to meaningful and comprehensible messages rather than being learned through the formal study of grammar and vocabulary * goal is communicative competence

An ESL teacher gives students individual copies of the form shown below. Use this form to answer the question that follows. Task Card/ Directions: Read the list of phrases below. You are going to listen to a tape of people having conversations. As it is playing, check ( ) any of the phrases you hear. ___ Excuse me, do you know . . . ___ Would you mind . . . ___ Do you know where . . . ___ Is there someplace where . . . ___ Have you seen . . . ___ Could you tell me . . . This instructional activity would be a particularly effective way for an ESL teacher to introduce ESL students to:

appropriate forms of social requests for information and assistance.

speech emergence is distinguished by grammatical errors

mistakes are to be expected and are a good thing; the students who take risks and make mistakes are the ones that learn; early errors are not permanent; gives opportunities for modeling; steady improvement is expected

Model reading/big books and pointers

modeling reading process, especially for those who have no literacy experiences or who may have languages with different directionalities for reading; shared reading

Monitored ESL students

monitor exited students for 2 years; reevulate students if failing and decide if needs to be placed in ESL again

articulators

mouth (bilabial), tongue, and lip -- labiodental, and dental

Monitoring after exit

must be monitored for 2 years to ensure they are succeeding in regular program

Motivation

need for acceptance and desire to interface with community and culture

Audiolingual

new materials are presented in the form of a dialogue

interactionist view

no LAD - learn language through multiple experiences and social interactions; environment is a stronger influence than innate ability

innatist view

noam chomsky - ability to acquire language is innate; critical period hypothesis; language acquisition device (ladd); and universal grammar (ug)

L1

Primary or native language

Conferencing

one on one discussion with student to discuss assignments

Levels of ESL proficiency

- beginning - intermediate - advanced - advanced high

Goal of Natural Approach

Communicative competence

L2

Second language

Students can transfer...

Skills learned from L1 to L2.

Assimilation

The members of a group are absorbed into a culture.

Social Language Learning Strategies

ask for clarification, ask to repeat or rephrase

Instrumental

satisfy needs

code switching

switching from L1 to L2 such as Spanglish

word stress

when we accentuate one syllable; stress is always on a vowel

CALP basics

5 years, cognitive listening, cognitive speaking, reading and writing

CLD

Culturally and Linguistically Diverse students

ELL

English Language Learner

Which situation best encourages acquisition of language?

Interpersonal communication

Phonics

Involves teaching children to connect sounds with letters or groups of letters.

IPT (Idea Proficiency Test)

One of three state approved oral language proficiency tests.

Academics

Pertaining to the development of the mind.

SUP

Separate Underlying Proficiency, each language has its own underlying proficiency

Texas English Language Proficiency Assessment System

TELPAS

Syntax

Word order.

syntax

grammar and structure

Language Files/ Dept of Linguistics, Ohio State University

"Language fills every part of our lives, it gives words to our thoughts, voice to our ideas and expression to our feelings. It is a rich and varied human ability- one we can use without even a thought, that children seem to acquire automatically, and that linguists have discovered to be complex yet describable."

Stage 1: One-way Communication

"Silent period"- learners are acquiring knowledge about the new language, including vocabulary, syntax, and content knowledge.

Idiomatic Language example

"going out" - in 1970 it meant having plans for a date on a certain day - in 2000 it means dating one person exclusively

Natural Approach

- Language acquisition - conscious learning operates only as monitor that pre-checks or repairs one's output (monitor hypothesis) - some grammatical structures seem to be acquired in a predictable order (natural order hypothesis) - people acquire lang and improve best from messages that are just slightly beyond current competence (input hypothesis) but learners must be able to comprehend/understand the gist of it - learner's emotional state can act as a filter that blocks input necessary to acquisition (affective filter hypothesis)

factors ESL teachers should focus on when preparing lessons:

- age or grade level is not related to level - developmental characteristics in L1 and L2 and how it affects learning - academic strengths and needs - learning style - personality - sociocultural factors - family unit - home environment - attitude - exceptionalities (special ed, gifted) - self-fullfilling prophecy - a teacher's beliefs create experiences for success when they feel the students can learn English quickly, can complete with native English speakers, and that bilingual learners have advantages over monolingual

ESL instruction is good for...

- all ability levels - all ages - all grade levels - all diverse backgrounds

ESL teacher must communicate with parents because:

- family support has a direct relationship to student achievement - families should be encouraged to help their kids in academic topics using home lang if they are not fluent in English; promotes pride in native lang - parents can provide support by visiting the school, seeking to collaborate, attending students' events, working with their children on take-home projects, etc.

Stages of language acquisition

- listening - cooing/babbling - one-word communication - two-word communication with pivot words (more, go, up) - adding descriptive words without articles (see toy) - overgeneralization (such as adding -ed to all words to make past tense

Levels of ESL proficiency (alternative labels)

- pre-production - early production - speech emergent - intermediate fluent - advanced fluent

instructional delivery strategies

- pre-teach key vocab - apply familiar concepts from students' cultural backgrounds - apply prior learning experiences to new ones - make it hands-on - using realia, or real-life examples, media, and visual support - use technology

Discussion of Management and Organization

- purposeful, effective, and engaging lessons in a variety of cooperative settings - rules should be few and simple - help them understand school norms for behavior - closely follow schedules for security; make sure pull-outs get back on time - establish deadlines for work but monitor during work and provide feedback - understand their cultures

Understanding an Expression Relies on Circumstances

-Can you pass the salt? Is an order, not a question. - A "Do you mind?" question is answered "no" when one's answer is yes (giving permission).

Hypotheses for new ELLs

1. Acquisition-learning hypothesis 2. Natural approach 3. Affective filter hypothesis 4. Comprehensible input hypothesis 5. Monitor hypothesis

components of proficiency in communicative competence

1. Discourse competence 2. Sociolinguistic competence 3. Strategic competence 4. Linguistic competence

Ways to help with Reading comprehension

1. Establish purpose for reading and listening 2. retell and act out story events 3. help them make inferences

Cueing Systems

1. Graphophonic- letters/sounds & visual clues/ What would you expect to see? 2. Semantics- sense, meaning/ Does it make sense? 3. Syntax- structure, grammar/ Can we say it that way?

ESL TEKS domains

1. Listening 2. Speaking 3. Reading 4. Writing 5. Viewing and representing ***All of these to be used on daily basis***

Ideas About Print

1. Text carries meaning, conveying a message. 2. Spoken words can be written down and be preserved. 3. Written words can be spoken, that is, read out loud. 4. In English, words are read from left to right, top to bottom. 5. In English and other languages that use alphabets, the speech stream can be divided into sounds, and these sounds are represented by letters or groups of letters (grapho-phonemic untis.) This is the alphabetic principle. 6. The speech stream has a linear sequence in time that corresponds to written languages' linear sequence on the page. 7. English there are many exceptions to sound/symbol/word correspondences.

Texas definition of bilingual education

1. Use Spanish and English as languages of instruction 2. Use state adopted English and Spanish materials 3. Affective - teach in L1 and L2 to improve confidence 3. Linguistic - comprehension, speaking, reading and composition in L1 and L2 4. Cognitive - provided instruction in content areas in both languages

Asylee or Refugee

1. defined by 45 code of federal regulations 2. has form I-94 that's stamped asylee, refugee 3. inadequate schooling outside of US 4. 5 years or less schooling in US

advanced language proficiency stage

5-7 years (of consistent exposure); 10,000+ words; specialized content-area vocabulary and can participate fully in grade-level classroom activities if given occasional support; can speak English comparable to that of native speakers

early production stage

6 months (of consistent exposure); about 1,000 active words that they're able to understand and use; short 1-2 word phrases; can answer basic questions such as yes/no and short answer

Krashen theory

95% of language is learned through normal everyday life; 5% of language is learned through formal explicit teaching -- Acquisition Learning Hypothesis

Castaneda vs Pickard

A 1978 case establishing that effectiveness of an ESL program must be evaluated after a trial period, must be based on sound educational theory, and must have resources necessary

Audiolingualism

A grammar based approach to second language instruction focused on repetition of dialogues to develop correct habits

Zone of Proximal Development

A level of development attained when children engage in social behavior. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.

Lexical Ambiguity

A situation in which a word has two or more meanings.

In most cases, basic communication skills take markedly less time to develop than academic language skills. Which of the following scenarios best illustrates this phenomenon?

A student speaks English fluently but is having difficulty understanding content- area lectures.

Dialect

A variety of a language defined by both geographical factors and social factors, such as class, religion, and ethnicity.

CALP

Academic language that takes abut 5 to 7 years with prior learning in L1 or 7 to 10 years without prior learning in L1.

Krashen

Acquisition learning hypothesis 1. monitor 2. motivation 3. natural roder 4. affective filter 5. comprehensible input

What are Krashen's main hypotheses?

Acquisition learning, monitor, natural order, input, and affective filter

Sheltered Instruction

Also referred to as transition or bridge classes. Students cover the same content areas as English only classes but they do so in a manner that adapts the language components of the classes to meet the needs of the language minority students' English proficiency levels.

Bilingual Education

An educational program in which two languages are used during instruction in order to 1) continue primary language development, 2) provide instruction in content in both L1 and L2, and 3) English acquisition.

Stephen L. Krashen

An expert in the theories of language acquisition and development. His theory of second language consists of 5 main hypotheses. 1.

During class discussion about stories, a third grade English Language Learner often mispronounces key words from the stories. The teachers best response would be to:

Analyze the student's pronunciation patterns and plan an intervention to address their needs.

Discourse Analysis

Analyzing written or spoken language.

Another name for refugee

Asylee

SIOP- Sheltered Instruction Observation Protocol (Echevarria, Vogt, and Short)

Attention to content objectives, language objectives, background knowledge, interaction, and meaningful activities.

Jim Cummins

BICS and CALP

2nd-12th testing for LEP

BOTH OLPT & Standardized tests are looked at; OLPT scores below level OR standardized score is below 40%

Ethnocentrism

Belief by an individual or group that their beliefs, values and customs are the only right way.

BE or BIL

Bilingual Education

Cognitive Domain

Bloom's Taxonomy 1. knowledge 2. comprehension 3. application 4. analysis 5. synthesis 6. evaluation

Behaviorism (Skinner)

Brain is a blank slate, imitation of input from environment, habit formation by repetition, errors due to habits, contrasting analysis can predict L2 errors (L1 interferes with L2 acquisition), audio-lingual methods (in classroom)

Natural Order hypothesis

L2 parallels first language acquisition in that it's learned in the same order

Cognitive Academic Language learning Approach

CALLA - program model based on cognitive learning theory; integrates content-area instruction with language development activities and explicit instruction in learning strategies * emphasizes active learning in which students are given the skills and opportunities to take an active role in their own learning

Cognitive Academic Language Proficiency

CALP

Jim Cummins

Came up with BICS and CALP one of the world's leading authorities on bilingual education and second language acquisition.

Surface Culture

Can be seen: Language, clothing, food, customs, and art.

Pull Out

Classes in which students are withdrawn from the mainstream regular subject classes from one or more periods a week for English language instruction.

Cummins' Model (TRY)

Cluster, Map, Discussions, Role Playing, Experiments, Recitations (Cognitively Demanding)

CALLA

Cognitive Academic Language Learning Approach, designed to prepare LEP students for mainstream instruction

CALLA (Chamot & O'Malley)

Cognitive Academic Language Learning Approach: Through carefully designed lesson plans tied to content curriculum, teachers explicitly teach learning strategies and have students apply them to instructional tasks.

CAP

Cognitive Academic Proficiency, the ability to differentiate such things as the phrase "break a leg"

Second language acquisition (L2) parallels stages of normal first language (L1) acquisition

Except very early stages, these are the same stages a second language learner goes through for their second language

Content-based Instruction

Communicative approach led to this ESL instruction to prepare students for mainstream classes. Taught by ESL educators, Addresses key topics in grade-level curriculum, seeks to develop students' English proficiency through study of subject area content, and addresses academic skills

Natural Approach (Krashen & Terrell)

Comprehensible input, affective filter, natural order, monitor

Realia

Concrete objects from the everyday world used during instruction.

Elisa, and ESL learner, has been making low scores on tests in her eighth grade class. She tells her ESL teacher that is hard to understand the health teacher and that the textbook is confusing. Her ESL teacher decides to consult with the health teacher. Which of the following should be the first step for the ESL teacher to take in their meeting?

Consult with the teacher to determine what materials she uses to ask permission to observe the student in class.

Discourse

Continuous stretch of speech or written text, going beyond a sentence to express thought.

Linguistically Accommodated Test

LAT

Cummins' Model (SHOW)

Demonstrate, Model, Exhibit, Diagram/chart (Cognitively Undemanding)

Grade 1 ELA Expectations (TEKS)

Develop increased oral language; become independent readers and writers; listen attentively and connect experiences and ideas with info and ideas in print; listen and respond to wide variety of literature; new vocab; features of texts; print and spoken lang; decode words; read orally and silently with fluency and understanding; comprehension; writing; use complete sentences; spelling.

Kindergarten ELA Expectations (TEKS)

Develop increased oral language; begin reading and writing; extend vocab; follow directions; discuss word meanings; express complete thoughts; listen attentively, ask, and respond to questions and retell stories; distinguish fiction from nonfiction; ID and write letters; segment and ID sounds in spoken words; write letters, name, and some other words; dictate for others to write.

To promote her fourth graders cognitive and linguistic development in the second language, an ESL teacher encourages their involvement in a wide variety of projects. Which of the following cognitive and linguistic principles is best demonstrated by the teacher's instructional approach?

Development of language and content knowledge is reinforced through reading, discussing, and problem solving.

Denotation vs. Connotation

Direct, literal meaning Ex: dog (an animal)/// Figurative, metaphorical meaning EX: dog (a mean girl)

Home Language Survey

Districts shall conduct 1 home language survey to each new student in the district; shall be administered in English and Spanish and/or translated into home language whenever possible; includes questions 1. what language is spoken in your home most of the time 2. what language does your child speak most of the time?

Prewriting

Do NOT overlook pre-writing activities. Purpose- generating and gathering ideas for writing; preparing for writing; identifying purpose and audience for writing; identifying main ideas and supporting details. Strategies- taking and oral activities; brainstorming, clustering; questioning, reading, keeping journals in all content areas.

Errors

Don't draw attention to errors, this may interfere with the affective filter and their confidence

Language Proficiency Assessment Committee (LPAC)

ELL identification, placement, and exit in bilingual programs

PLD: Listening (Beginning)

ELL that has little or no ability to understand spoken English in academic and social settings; these students: struggle to understand simple conversations and discussions even when topic is familiar, struggle to identify and distinguish individual words or phrases during social and instructional interactions that have not been modified for ELLs

PLD: Listening (Intermediate)

ELL that has the ability to understand simple, high frequency spoken English used in routine academic and social settings; these students: usually understand simple or routine directions and short simple conversations, if topics are unfamiliar they require extensive linguistic support

PLD: Listening (Advanced High)

ELL that has the ability to understand, with minimal second language acquisition support, grade-appropriate spoken English used in academic and social settings, rarely require/request speaker to repeat

PLD: Listening (Advanced)

ELL that has the ability to understand, with second language acquisition support, grade-appropriate spomken English used in academic and social settings, they understand longer and more elaborate conversations and directions but sometimes require visuals and extra processing time

submersion

ELLs in regular classrooms with little or no instructional modifications

Community members and resources

ESL teacher should access community resources by seeking community models and support

ESL advocate

ESL teacher should be the voice of the child and parents to ensure equality in education

historical, theoretical, and policy foundations

ESL teacher should know these and use the info to plan effective programs

instructional relationships

ESL teacher should understand assessment relationships among required instruction of ELPS, of state-mandated content standards, ESL methodologies, ongoing assessment, assessment of one's own instruction, immediate need to address any professional development needs based on students

convergent research

ESL teacher's responsibility to keep up with educational issues

Principles of General Human Languages

Each language is governed by complex rules, many of which are unknown to speakers (linguistic competence), Speech is primary/writing is secondary, Languages change over time/languages are flexible and responsive.

When is Bilingual Education or ESL Programs required?

Each school district which has an enrollment of 20 or more LEP students in any language in the same grade level district-wide shall offer a bilingual education program PK-5 or offered an ESL program

Educators in the ESL program at an elementary school involve students' families in programs decision-making and support families' participation in other school activities and projects. These practices best reflect an awareness of which of the following factors affecting language development?

English Language Learners whose families have positive opinions about school and learning are more likely to develop English Language proficiency.

ELPS

English Language Proficiency Standards - taught K-12, not grade specific, but specific to proficiency level; linguistically accommodated instruction

English for special purposes

English for science, technological, or other academic or occupational specializations

ESOL

English for speakers of Other Languages

Second language content based

English program that serves students identified LEP by providing a full-time teacher certified

A bilingual education teacher is beginning a unit in English on U.S. Colonial history. She begins by showing a picture of everyday life in the colonies and asking, "What can you tell me about the people in the picture?" This approach to introducing the unit is particularly appropriate for English Language Learners primarily because it helps the students to:

Establish a frame of reference on which to construct new knowledge.

Lexicon

Everything known about the language (grammatical function, pronunciation, meaning, spelling, etc)

Types of OLPT

IPT and WMLS

Approved OLPT tests

IPT, LAS, Woodcokc-Munon, Standfored ELP

Approved Standardized tests

ITBS, , STAAR, Standformed, Terra Nova, CA

Uses of Assessment

In ESL programs these are used for: screening and identification, placement, exiting from program, monitoring student progress, program evaluation, & accountability.

Grade 5 ELA Expectations (TEKS)

Increase and refine skills in more complex presentations; reading selections and compositions; ID persuasive techniques; read from classic, contemporary, and informational texts; logic and internal consistency; author organization and analyze writing; using writing for purpose such as persuasion; using suspense, dialogue, and figurative language; produce error-free composition regularly; create research reports or projects based on multiple sources supported by visuals

Supplement vs. Supplant

LEP students need to receive everything that regular education students do; Title III funds are used to supplement ESL

Functions of Languages

Instrumental, Personal, Interactional, Regulatory, Heuristic, Imaginative, Informative

Technological Tools and Resources

Integrate technology by: - voice rec and recording - databases and word processors - multimedia w/ graphics - research on Internet - taped read-alongs - e-mail - e-portfolios - software for different levels - document family and community events - immediate feedback - provide student evaluations, modifications, implementations of new curriculum

Syntactic and Semantic Competence

classify vocabulary to help learn new vocabulary

Total Physical Response

James J. Asher in 1960's; language-learning tool based on the relationships between language and its physical representation or execution; emphasizes use of physical activity -- pick up pencil, stand up

ELAR TEKS

Know at all grade levels, as the students may be at different levels

i+1

Krashen's attempt to explain how the learner acquires a second language. According to his input hypothesis, the learner improves and progresses along the "natural order" when they receive a second language "input" that is one step beyond his/her current stage of linguistic competence.

Natural approach

Krashen; combines acquisition and formal learning as means of facilitating lang development in adults; affective filters are low

Nativism (Chomsky)

Language Acquisition Device (LAD), LAD contains principles of Universal Grammar, independent process (not general learning), process of rule formation

LEA

Language Experience Approach, builds from what language the child enters the classroom with

To foster her ESL learners' cognitive and linguistic developments, Ms. Schafer encourages their involvement in a wide of projects. Which of the following cognitive and linguistic principles is demonstrated by Ms. Schafer's instructional approach?

Language acquisitions and intellectual development are mutually reinforced through reading, discussing, and problem solving.

General principles of Human Languages

Language is personal. Languages are diverse, yet they share many universal properties, Each language uses a finite set of discrete sounds to form words to convey meaning/ words combine to form an infinite variety of sentences.

Language Register

Language that is used for a particular purpose or in a particular social setting ranging from formal to intimate.

Constructivism (Piaget)

Leaning result of social interaction, children construct understanding in context of their activities, early language is egocentric, brain learns when ready, progress from concrete to more abstract, from figurative to operative, exploratory, discovery learning (in classroom)

What is similar between L1 and L2?

Learners construct language from existing concept knowledge.

Stage 3: Full Two-way Communication

Learners listen and respond effectively in the target language. Process through the stages is enhanced when the level of activity matches the learners' stage of development.

Stages of Development in Communication Skills

One-way Communication, Partial Two-way Communication, Full Two-way Communication

Critical Period

Optimum time to begin second language instruction

Sociocultureal/ Communicative Theory (Vygotzky)

Learning occurs within the interpersonal space of teacher-student interactions. Temporary support (scaffolding) is essential. ZONE OF PROXIMAL DEVELOPMENT Theory.

Cummins' Model (TELL)

Lecture, Read text, Show a film (Cognitively Undemanding)

Categories of Syntax

Lexical (parts of speech): noun, preposition, verb (auxilaries, models), interjection, adjective, conjunction, adverb, pronoun, determiners (articles, possessives, demonstratives, and quantifiers)

LEP

Limited English Proficient

Planned ESL instruction should ideally focus on:

Listening, speaking, reading, and writing English at every proficiency level.

Interrelatedness

Listening, speaking, reading, and writing are all interrelated, and the ESL student may be at different levels within each of these 4 lang components; these all need to be taught at the same time, making computers important here

In all literate societies, oral and written language intermingle.

Listening, speaking, reading, and writing occur naturally together in learning events in school at all grade levels.

Pre-K ELA Expectations (TEKS)

Literacy begins; listening comprehension, phonological awareness, functions of print, motivation to read, appreciation for literary form, print awareness, and letter knowledge.

A low filter has...

Little anxiety increasing comprehension and attention.

LPAC (Language Proficiency Assessment Committee)

Made up of professional personnel and parents of a LEP student participating in the program. Recommends appropriate placement of students.

MBE

Maintenance Bilingual Education, less emphasis on exiting students from program instead maintaining L1 while learning L2

Deep Culture

Meaningful and powerful aspects: beliefs, norms (unwritten rules for behavior) values what's most important to that individual.

PK and 1st testing for LEP

OLPT ONLY -- OLPT = NES or LES

LAS (Language Assessment Scales)

One of three state approved oral language proficiency tests.

OLPT

Oral Language Proficiency Test. It may be used for identification/entry/exit and annual assessment.

A middle school ESL teacher wants to begin moving his ESL learners beyond conversational language towards the development of academic language skills. An effective initial strategy to use to meet their goal would be to encourage learners to:

Participate in guided reading and discussions of young adult literature.

Idioms

Phrases that cannot be literally translated. These phrases must be explained.

It would be most appropriate to use a formal language register for which of the following types of oral presentation?

Presenting a talk at a town meeting.

Noam Chomsky

Professor Emeritus of Linguistics, MIT. He is credited with the creation of the Theory of Generative Grammar.

Which of the following approaches would be most effective in helping ESL students who have good decoding and comprehension skills become more efficient readers in various reading situations?

Provide students with instruction and practice in applying different kinds of reading techniques (e.g., scanning, skimming, reading for main ideas, and reading for details).

An ESL student generally conveys his ideas clearly when writing in English but makes frequent mechanics and capitalization errors that are based on his editorial knowledge in the primary language. Which of the following activities would be most effective in helping this student use correct English conventions of print?

Providing the student with explicit instruction in the similarities and differences between conventions of print used in the primary language and those used in English.

Jean Piaget

Psychologist and researcher of learning processes in children and adults.

Editing

Purpose- correcting spelling, grammar, punctuation, mechanics, etc. Strategies- peer editing groups; proof reading; computer programs for spelling, etc.; programmed materials; and mini lessons.

Drafting

Purpose- getting ideas down on paper quickly; can be evaluated according to purpose and audience. Strategies- fast writing; daily writing; journals of all types; buddy journals, dialogue journals, learning logs.

Publishing

Purpose- share writing with one another, with students, with parents; showing that writing is valued; creating a classroom library; and motivating writing. Strategies- writing may be shared in many formats; papers placed on bulletin boards, paper published with computers, paper shared in school book fairs, etc.

Grade 4 ELA Expectations (TEKS)

Read and write for extended periods; critical listeners and analyze speaker's intent; adapt spoken language to audience, purpose, occasion; expand vocab across curriculum; read for meaning and paraphrase; compare/contrast ideas; text structures; summaries of texts and analyze; style and voice in writing; edit writing; visual media and compare and contrast visual media to print

Grade 2 ELA Expectations (TEKS)

Read and write independently; use spoken language; understand purpose for speaking and listening; hold attention of classmates; large # of words and word identification strategies; read regularly with understanding and fluency in variety of genres; read to acquire new info; summarize; references; revise and edit writing; caps and punctuations; singular and plural nouns and adjust verbs for agreement; legible penmanship; notes and outlines

Grade 3 ELA Expectations (TEKS)

Read and write more independently; time engaged in reading and writing for assigned tasks and projects; listen critically; contribute to discussions; plan oral presentations; read grade-level material fluently and with comprehension; use root words, prefixes, suffixes, and derivational endings; synonyms, antonyms, multi-meaning words; fact from opinion; citations; genres; write complex caps and punctuation; contractions and homonyms; longer sentences and organize larger units of texts; drafts; cursive

Literature Based Approach

Reading program where literature is the emphasis

An ESL teacher teaches in a middle school with a diverse student population. In addition to providing her ESL students with language and content instruction, she also helps the students learn how to articulate their feelings, provides them with practice in taking the perspective of others (e.g., through role plays, debates), and encourages the expression of diverse points of view. These practices are particularly effective in:

Reducing student conflicts that result from cultural and other misunderstandings.

Brain Laterization

Refers to functions of the left and right hemispheres of the brain which affects language acquisition.

teaching strategies

TPR, dialogue journals, realia, accessing prior knowledge, cooperative learning, LEA, scaffolding, culture studies

Grade 6 ELA Expectations (TEKS)

Take notes during oral presentations; evaluate own oral presentations; read widely from variety of texts; idioms, analogy; denotative meaning versus connotative meaning; study strategies; writing for different purposes; error-free writing; evaluate purposes/effects of film, print, and technology

ZONE OF PROXIMAL DEVELOPMENT:

Tasks children can complete independently, tasks children can complete when assisted by a competent teacher, tasks children cannot complete even with assistance.

Content Objectives: the Grade-level TEKS

Teachers should be familiar with TEKS for their course. Able to focus English language learners on the most fundamental concepts in a unit or lesson first. Knowledgeable about ways to make the content comprehensible.

A fifth-grade student arrived from his home country, El Salvador, last year with no prior formal education. He is now in his second year in a Texas school and is receiving bilingual and ESL services. He is still at the beginning stages of Spanish literacy development, English language development, and academic development. What would be the state policy with regard to the assessment of academic skills in this student's case?

The LPAC may determine that neither English nor Spanish proficiency tests would be an appropriate measure for school accountability.

TELPAS (Texas English Language Proficiency Assessment System)

The RPTE and TOP assessments fall under this system. Students are rated annually on their proficiency of listening, speaking, reading, and writing.

A middle school English Language Learner studied English in his home country before immigrating to the United States. Although he is fairly fluent in English, he is unfamiliar with most aspects of the majority culture. When talking to English-speaking students whom he does not know very well, he is most likely to be comfortable in conversations that include:

The exchange of pleasantries according to established social formulas.

Teacher Behaviors and Other Strategies

The following is what teachers can do to increase learners' chances of understanding: - slow, clear, speech loud enough - read aloud often at or slightly above abilities - paraphrase often - circumlocution (correct mistakes by restating correct usage rather than talking about grammar rules) - repeat target vocab in various contexts - use nonverbal gestures - limit slang - use frequently used words - hands-on - check often for understanding - label classroom - scaffold and build from prior knowledge - linguistically accommodated (scaffolding is part of accommodation) - pre-teach before having them use vocab and review - graphic organizers - provide multiple, meaningful ways to engage in concept - Engage all in social interaction - routine schedules - repeated, simple questions - prereading techniques - context clues - contextualize activities (applicable to real world situations) - teach them how to research - provide other voices for them to hear

Cognitive Academic Language Proficiency Skills (CALPS)

The language of academics; context-reduced (takes 5-7 years to learn)

Stage 2: Partial Two-way Communication

The learners listen to communication and respond with either gestures or their native language. They can show comprehension without speaking by nodding, pointing, drawing, and gesturing.

Pragmatics

The study of how the meaning conveyed by a word or sentence depends on the context in which it is used (such as time, place, social relationship...)

Semantics

The study of linguistic meaning. It is concerned with the meanings of words, morphemes, phrases, and sentences and ways in which the meanings change and develop.

Denotation

The most specific or literal meaning of a word, as opposed to its figurative senses or connotations.

Acculturation

The process of adapting to a new culture.

Affective Filter

The psychological barrier that allows input to be filtered through to a language processing mechanism.

Morpheme

The smallest linguistic unit that has a meaning or grammatical function. (stem, prefix, suffix)

Phonology

The study of how sounds are organized into symbols and used in a language.

A fourth grade class has been reading folk tales from around the world. Which of the following oral language activities would be most effective in promoting students' multicultural awareness and appreciation?

The teacher guides students to discuss some features that folk tales of various countries have in common as well as some of the unique features of each culture's folk tales.

Partial Cognate

The word has the same origin but the spelling will slightly differ.

True Cognate

The word is spelled the same, meaning the same, but pronunciation will be different.

LAT (Linguistically Accommodated Test)

These are alternative math and reading assessment for ELLs, who are LEP exempt from the regular STAAR test.

The Beginning ESL Writer Needs

Time to write, to write about what he/she knows, an authentic purpose for writing, to learn spelling, grammar, and mechanics in context, support in reaching beyond expectations, prompt feedback, and models for writing.

Bilingual Education Acts of 1968 and 1974

Title 7 - provided supplemental funding for school districts interested in establishing programs to meet LEp needs

Sustained silent reading

To encourage to read for pleasure

TPR

Total Physical Response, the learner establishes meaning as it relates to actions that occur

Teach the text backwards

Traditional sequence... 1. Read the text 2. Answer the study questions at the end of the chapter... 3. Discuss material in class. 4. Do application or extension activity based on material. This sequence is very difficult for second language learners who read English with difficulty and do not have the cultural background knowledge of the mainstream students that the texts were written for.

Cognates

Words which have a common origin.

Cummins' Model (DO)

Workbooks, Worksheets, Tests, Homework, Compositions (Cognitively Demanding)

Semantic Ambiguity example

a "bad" deed, a "bad" car (context necessary for understanding)

Ramirez theory

a late exit in ESL is better than exiting early

fluency

assessing if the student can understand what they are reading enough to read it with feeling and expression

accuracy

assessing oral reading mistakes in word analysis knowledge for decoding

Total physical response (TPR)

assessing understanding by learner's physical responses

The process of acculturation occurs through strategies including:

assimilation & marginalization

phonics

associated with the sound-symbol relationship of letters; visual correspondence; know what letters match sounds

prejudice

attitude toward a group, based on ethnocentrism and stereotypes

Pragmatic Competence

audience, purpose, and genre; awareness of informal vs. formal language

metadiscourse

author talking directly to the reader

Audio-lingual

based on behavioral psychology and structural linguistics; uses mimicry, memorization drills; emphasis on isolated grammar structures; use of tapes, language labs, visual aids.

Communicative approach (functional approach)

based on theory that lanuage is acquired through exposure to meaningful and understandable messages rather than formal grammar and vocab

fundamental English language concepts

basic English rules; essential for ELL to become fluent; beginning through oral interactions

ethnocentrism

belief one's own group is superior to others

Culture

beliefs, values , and rule governed by patterns of behavior.

Collier

bilingual education works ; need to know L1 in order to learn L2

one-way dual language

bilingual instruction is provided for students in one class who all speak same lang but have different proficiencies in both languages; instruction is half English and half native

Consonant blends

bl, st, nd

Free Morpheme

can stand alone as an independent word - such as cat, in, and on

low-anxiety environment with comprehensible input

can't push students too hard to speak English immediately; makes them too anxious which will make it harder to learn; use comprehensible input; don't use idioms; small groups and gestures; don't use harsh criticism; make it interactive; safe

Bound Morpheme

can't stand alone - such as "re" need to be used in "redo" -- thinking prefixes, suffixes, and greek roots

Buddy System Pairing

combining a beginning speaker with a more capable speaker

Interactional

communicate, relate to others

formal language

complete sentences and specific word usage. This is the standard for work, school, and business.

Purposes of CALP

comprehend written text, produce written text, ask/answer informational and clairifying questions related to academic content, make connections involving academic information, conduct research

Computer-assisted language (CAL)

computer tech is used as an aid to presentation, reinforcement, and assessment of material to be learned; usually includes substantial interactive element

Affective Domain

concerns attitudes, beliefs, and entire spectrum of values 1. receiving message 2. responding to message 3. valuing - internalize the concept of worth 4. organization - classify and order their values 5. characterization - committed to their values

Linguistic Domain

concerns the areas of reading, writing, listening, and speaking

norm-referenced tests

conditions are same for all; comparison against a large amount of others; percentile scores

Friendly texts

contains features that facilitate comprehension: 1. text organization 2. explication of ideas 3. conceptual density 4. metadiscourse 5. instructional devices

circumlocution

correcting mistake by restating it the correct way several times in conversation; modeling

Research indicates that the most effective school programs for English Language Learners include ESL staff development programs that:

extend not just to ESL teachers but to the entire school staff.

stage 2 culture shock

crisis period - excitement turns to disappointment and there are more differences; becomes overwhelming

portfolio assessment

design to help them self-assess; sense of pride and shows what they have learned over time

gradual exit program

designed by Krashen in which students gradually transition from L1 classes to classes in English

proficiency level

desired proficiency in English for students is to score in 40th percentile or above on standardized tests - beginning level - very little ability to understand spoken English - intermediate level - produce spoken English with increasing accuracy and fluency to convey appropriate meaning; can understand simple and high-frequency spoken English in academic and social contexts - advanced level - can understand grade level spoken English in both academic and social contexts with more advanced directions, conversations, and discussions - advanced high level - understand with very minimal support and with little need for processing time

The Admit, Review, and Dismiss Committee (ARD)

determines ID, placement, and exit of special ed students and appropriate Individual Education Plan (IEP) for each

individual differences

developmental characteristics, past experiences, cultural/lang background, academic strengths, and learning styles; all affect literacy development; lang skill deficits can exist in both L1 and L2, so may need to test in both languages; get to know their learning style

Reciprocal teaching

dialogue between teachers and students using segments of text; summarizing, question generating, clarifying, and predicting; take turns assuming role of teacher in dialogue

State and national requirements

districts are required to conduct ESL programs, conduct continuous diagnosis and assessment, and report progress

Drawing/Bizarre Images

drawing what the word means to help them remember, good for those who can't yet retell

Imaginative

dream, create

vowel digraphs

ea (long e), oa (long o), oo (as in foot or too)

90-10 Bilingual

early grades 90 percent instruction in minority language, gradually moving towards 50-50 by grade 5

Direct method

emphasis on oral language acquisition; involves demonstrations by teacher and use of pictures, films; other visuals; stress on total immersion in L2 with no use of L1.

late exit

enhance home lang along with new lang, continued support in home lang for as long as possible

newcomer center

entry program for supporting newly arrived immigrants that is short term; home lang used but English is focus

Process Writing

especially effective for L2 learners because it allows them to write about their own experiences and thus opportunities for L2 development are enhanced. L2 writers benefit from L1 models and cooperative assistance. Promote fluency first and then address editing.

Lau vs. Nichols Act of 1974

established rules to determine when districts must implement ESL programs; 20 or more students across district at same grade level means they must provide program

Idaho v. Migrant Council

established the legal responsibility of the State Department of Ed. to monitor implementation of programs for LEP students

Stage 1 culture shock

excitement and fascination with new culture

Euphoria

excitement and happiness with a new place and new experiences

bodily/kinesthetic

exercise, dance, health, balance, coach

Purposes of BICS

express/ wants/ needs, make jokes, exchange greetings, express agreement or disagreement, make personal conversation.

Counseling Learning (CL)

facilitation of learning by closely monitoring and guiding student engagement as needed to enhance success

stereotyping

false notions, conceptions, or generalizations of other groups

cultural considerations

family structures, discipline, food, religion, health and hygiene, time and space, gestures/non-verbal communication, life cycles, history, traditions, holidays

Tentative Recovery

finding ways to cope with the new culture; forming friendships and support systems

early-exit bilingual education

form of transitional bilingual education in which children move from bilingual programs to English only in the first or second year of schooling

consultative

formal register used in conversation. mixes formal and casual registers

standardized tests

formal tests with generalized results

Linguistic instruction

frequent interaction with peers; materials; use restructuring groups so they can interact with a wide range of peers at different levels

air flow/constriction

fricative vs. africative

transfer of literacy

lang skills can transfer from native language to second language (L1-L2); ESL teachers can use this to their advantage

Language registers

frozen, formal, consultative, casual, and intimate

Multiple intelligences

gardner's way of understanding intellect 1. visual/spatial 2. verbal/linguistic 3. mathematical/logical 4. bodily/kinesthetic 5. musical/rhythmic 6. intrapersonal 7. interpersonal 8. natrualist

stereotype

generalization about a group of people

conventions

generally accepted usage

Writing response groups

gentle critiquing and improvement by students of each other's writings

50-50 Bilingual

half of the instructional year is taught in each language

Logs on Learning

having students write down each day what they understood about main concept

Cooperative learning groups

heterogeneous groups with varying levels of English who provide support for each other

derivation

use of affixes to build new words from a root or base word -- such as predict to prediction

How do districts first identify students who could be LEP?

home language survey -- english + another language

prosody

how we hear sounds; stressed vs. unstressed patterns in words; rhythm; pitch; intonation; pause;tempo

one way of judging communicative competence

if a student is able to ask a native speaker for directions and can understand the details

Language other than English

if student is found to have dominance in another lang, they should be offered a placement in ESL program decided by LPAC; must have parent permission

phonograms/rime

ight, ough

push-in ESL

inclusion

ESL pull-out programs

inclusion, pull-out ;; student will remain in program for a minimum of 2-5 years before bing eligible to exit

Informative

inform, educate

developmentally appropriate level

initiate instruction at this level and at language proficiency level (not grade level)

The Cognitive Academic Language Learning Approach (CALLA)

integrates instruction in priority topics from content curriculum, development of lang skills needed in school, and explicit instruction in using learning strategies for academic tasks; focuses on learner and teaches them to self-regulate their own learning; hands-on

Dialogue journals

interactive journals

intrapersonal

intuitive, self-discipline, goals, feelings, values, ideas, awareness, empathy

technological

inventor, engineer, developer, adaptable

Language

is our innate ability to use abstract symbols to communicate meaning.

personal factors

issues in native country, lack of schooling, status, prior experiences

transfer

knowledge and skills learned in the native language may be applied to English

Affective Filter Hypothesis

language acquisition takes place in low-anxiety, comfortable situations; focuses on music, relaxation, and room decoration to heighten senses for easier language learning; silent period for listening until they are ready to speak; modeling also important instead of stopping them to correct them

Grammar based approach

language instruction based on the analysis of language rather than the communicative ability or academic content

nativist language theory

language is a human condition; we are born with an innate ability for it to happen

behaviorist view

language is learned by mimicking and practicing; people transfer what they know to new situations

behaviorist language theory

language is learned by reinforcement from caregivers or others

naturalistic theory of language learning

language skills develop in a natural progression; language is an integrated whole; listening, speaking, reading, and writing are integrated; social interactions support development; life experiences

Natural Order Hypothesis

language structures tend to be acquired in a predictable, rarely variable order; some grammar rules are learned early, but it takes a long time to master it and use it correctly in conversation

target language (TL)

language that a child is learning as a second language

Frozen language

language that doesn't change -- texas pledge, please, thank you

language register

language used for a particular purpose or in a particular social setting - formal vs. intimate

casual language

language used in conversation with friends; slang

heritage language

language(s) a person regards as their native, home, and or ancestral language(s)

silent/ receptive stage or preproduction

last from 10 hours to 6 months (of consistent exposure); words they can understand but may not be comfortable using; can understand new words that are made comprehensible to them; can answer yes/no questions

social cognitive/social cultural theory

learn first language through continuous social interaction and modeling of adults and peers; baby talk that is slowly matured

Information Processing Theory (IPT)

learning in chunks; organizing, elaborating, and connecting new learning with prior knowledge

early exit

leaving a supporting lang program at earliest possible time to go into regular classrooms; remedial programs typically from 1-4 years

conceptual density

number of new ideas and vocabulary that are contained in the text

informal assessment

observations; checklists, conversations, informal inventories, assignments, homework

acquired knowledge

occurs unconsciously and automatically with interactions

Test bias

often occurs for ELLs because tests can contain certain cultural references to which only English speakers can relate

acculturation

one cultural group takes on and incorporates one or more cultural traits of another group resulting in a new or blended cultural pattern - positiver

One-Way Bilingual

one language group receiving schooling through two languages

bias

one-sided, distroted view

Chapter 89 of TX Administrative Code

outlines requirements for district for Bilingual and ESL programs

Stereotyping

over-generalization or oversimplification; categorizing

Elementary and Secondary Education Act (NCLB)

part of NCLB that requires states to assess all ELL's in a valid and reliable manner and provide reasonable accommodations

surface culture

part of culture that you can see. for example, language

Combine

phonemes ~> morphemes ~> words ~> sentences

sight-word vocabularies

phonemically irregular, high-frequency words such as thought, one, though, been have; these require other skills besides phonemic awareness because they don't follow the same rules

The Site-Based Decision Making Committee (SBDM)

plans for better student achievement each year at building level and which should always include ELL achievement

Process writing

prewriting, 1st draft, revising, proofreading/editing, publishing

Dominant language

primary language, L1--language speaker has greater proficiency and/or uses more often

mathematical/logical

problem solving, cooking, measuring, physics, philosophy

assimilation

process in which an individual or group complete takes on the traits of another culture, leaving behind their original culture

maintenance or additive bilingual education

programs that seek to enrich L1 and cultural identity of student as much as possible

late-exit bilingual education

provides bilingual instruction for 3 or more years of schooling

aspiration

puff of air when spoken -- p, t, k, c, ch

learned knowledge

purposefully gained or studied; structure and function of grammar rules; more difficult for those that did not learn this well in primary language

Heuristic

question, infer

verbal/linguistic

reading, writing, multilingual, author, researcher

authentic assessment

real-life situations or closely simulated to real life; following directions, cooking, etc.

stage 5 culture shock

reentry shock - experienced upon returning to home country; hard to readjust

dental

tongue is against or between the teeth -- th

Non-LEP

student who doesn't qualify for ESL

Input hypothesis

students acquire language by understanding input that is just above their current level of proficiency -- i+1

first three-before-me rule

students ask 3 other classmates before asking teacher; engages them in dialogue and problem solving

Affective filter hypothesis

students have a higher achievement level when the level of anxiety and frustration is low; teachers should always provide a safe environment

Comprehensible input

students need instruction that they can understand -- how you make things understandable to L2 students -- realia, graphic organizers, simplified language

To develop competency in listening and speaking

students need teachers who understand stages of language acquisition,teachers who are tolerant of errors, many opportunities to interact with others, time

partner reading

students partner up and read together

Role-play

students practice situations that are common in order to feel comfortable in language; teachers act out appropriate concepts

Choral reading

students read together in unsion

repeated reading

students repeat lines/sentences read to them aloud

Level 2: Early Speech

students respond with single words or short phrases

Level 1: Comprehension

students understand what is said to them but they don't have to respond in target lang; yes or no questions can be used; Total Physical Response

Journal writing or drawing

students write or illustrate each day on a topic; drawing is effective for expressing comprehension early on

L1 interference

students' errors are result of trying to express themselves using the structures of their native language

discourse analysis

study of meaningful language units larger than a sentence

pragmatics

study of the choices of language persons make in social interaction -- way we use language based on context --- eye contact, reading moods, taking turns -- social language vs. academic language

graphemics

study of the use of orthographic signs in a writing system

active voice

subject performs task expressed by the verb -- the student wrote a song

passive voice

subject receives action expressed by the verb -- a song was written by the student

pull-out

taken out of regular classes for ESL instruction for short time then returned

immersion

target language is used exclusively to provide all instruction

Community language learning (participatory approach)

teacher becomes "language counselor" and works with "client" to understand what is needed, meaningful, and important to learner in new language; students define needs based on real world needs

Critical pedagogy

teacher leads students to question ideologies and practices considered oppressive; power issues in speaking

Storytelling

teachers encourage students to work up family or traditional tale to perform or tape for others

instructional devices

text features

consonant digraphs

th, sh, ch, wh

hidden curriculum

that which students learn but which is not directly taught

Morphology

the study of structure and forms of words including derivation, inflection, and compound words

acquired knowledge and learned knowledge

the types of learning used to understand and communicate in a second language

Whole language/integration

thematic instruction

small groups or pairs should be used when

they begin to communicate orally; problem solving and interacting with peers gives them opportunities to speak and gives teachers opportunity to monitor

Monitor Hypothesis

think before you speak; method slow so not useful for normal conversation

Metacognition

thinking about one's own thinking

ante-penultimate

third from end

Phonemic awareness skills

to recognize that a spoken word consists of a sequence of individual sounds

culture shock

trauma you experience when you move into a culture different from your home culture

Two-Way Bilingual

two language groups receiving integrated schooling through two languages

dual language

two-way immersion; native English speakers and students with another language are placed together, half day is taught in English and half in another language; developmental bilingual program to teach different languages to both groups

discourse consistency

uniform style of writing information

speech emergence stage

up to 1 year (of consistent exposure); developed 3,000 words and can use short phrases and simple sentences; begin to use dialogue and ask simple questions; able to answer simple questions; may produce longer sentences but has grammatical errors that can interfere with communication

intermediate language proficiency stage

up to 2 years (of consistent exposure); 6,000 words; beginning to make complex statements, state opinions, asks for clarification, shares thoughts, and speaks at greater length

labiodental

upper teeth are against the lower lip -- f, v

Input Hypothesis

uses real communicative experiences; student attends to a combination of both spoken language and body language; verbal and nonverbal;

Language Experience Approach (LEA)

uses students' words to create a text that becomes material for a reading lesson ; similar to shared reading

Suggestopedia

using senses; visualization, games, play, taking on of persona, relaxation, music, room, etc.

Semantic mapping

visual strategy for organizing vocab around theme to expand and extend thought; concept mapping

unvoiced sound

vocal chords don't move

voiced sound

vocal chords move

comprehensible input

where the new language is based on simple, already familiar terms; at child's current level

meaning Emphases

whole to part; interaction between reader and text; reader brings meaning to text through prior knowledge; Meaning, Structure, and Visual

false cognate

word in another language that may have the same origin, but they will have different spellings, meanings, and pronunciation

cognates

words in English that are similar or the same as words in the students' language and have the same meaning

compound word

words with 2 parts