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