Term
|
Definition
| morphemes that can stand alone as a word |
|
|
Term
|
Definition
| a word part that must be combined with other morphemes |
|
|
Term
|
Definition
| the study of meanings of individual words and or larger units such as phrases and sentences |
|
|
Term
|
Definition
| the study of how context affects the user's interpretation of language or the use of language in social context |
|
|
Term
| Common Semantic Difficulties |
|
Definition
- Size/nature of vocabulary
- shades of meaning
- collocations or words that commonly co-occur
- idomatic expressions
|
|
|
Term
|
Definition
descriptive: how native speakers actually speak
Prescriptive: how we think people should speak |
|
|
Term
| Common Grammar Difficulties |
|
Definition
- verb tense errors
- irregular verbs
- count vs. non-count nouns
- word forms
- double negatives
|
|
|
Term
|
Definition
| stress on the second from the last syllable in a word |
|
|
Term
|
Definition
| stress on the thrid from last syllable in a word |
|
|
Term
|
Definition
| study of how the meaning conveyed by a word or sentence depends on the context in which it is used |
|
|
Term
|
Definition
- scripts and schema
- register and socio-cultural appropriateness
|
|
|
Term
|
Definition
| continuous stretch of speech or written text, going beyond a sentence to express thought. |
|
|
Term
|
Definition
| help connect sentences together in a text |
|
|
Term
| For Discourse to take place, an academic task must have: |
|
Definition
- a communicative purpose besides the instructional objective
- a focus on the message or meaning rather than the form or how the message is conveyed
- an information gap where one speaker does not know what the other speaker is going to say
- a negotiated rather than a predetermined discussion
- a freedom for the speaker to use whatever resources, verbal or nonverbal
|
|
|
Term
|
Definition
| the knowledge of rules for using language for a variety of settings, audiences and situations |
|
|
Term
|
Definition
| Variations of a language used by a particular group reflects where a speaker is from and often his/her social status |
|
|
Term
|
Definition
*Official recognition in dictionaries
*Language of education & people in power
*Identified as "correct" grammar |
|
|
Term
|
Definition
| Made distinction between social and academic vocab |
|
|
Term
|
Definition
*Basic Interpersonal Communication Skills
*Conversational Lanugage Proficiency |
|
|
Term
|
Definition
*Cognitive Academic Language Proficiency
*Textbook Language |
|
|
Term
|
Definition
*abstract de-contectualized language
*non-interpersonal
*related to literacy skills and academic achievement
*develops in 5-7 years |
|
|
Term
|
Definition
*everyday language
*communicative
*universal across all native speakers
* not related to academic achievement
*usually attained within 2 years |
|
|
Term
|
Definition
*Begining ELL's function mainly in quadrant A
*Quad. B is the key! it is cognitively demanding, but the learner still had athe support of context. |
|
|
Term
| Language Development Theories |
|
Definition
1. Behavorism - Bob Skinner
2. Nativism/Generativism - Noam Chomsky
3. Cognitivism/Constructivism - Piaget |
|
|
Term
|
Definition
| rote memorization and no social interaction |
|
|
Term
|
Definition
*Chomsky
*Everyone has Language Acquisition Device (LAD)
*LAD contains principles of Universal Grammar
* Process of rule formation |
|
|
Term
| Cognitivism/Constructivism |
|
Definition
*learning is a result of social interaction
*children construct understanding in context of their activities
*brain learns when ready
*progress from concrete to abstract
*Exploratory, discovery learning |
|
|
Term
|
Definition
| knowledge of what to say to whom under what circumstances |
|
|
Term
| Socio-Cultural Communication Theory |
|
Definition
* Vygotsky
*learning is embedded within social events and occuring as a child interacts with people, objects, and events in the environment.
*Key- higher order functions develop out of social interaction |
|
|
Term
| Stages of Second Language Development |
|
Definition
*Pre-Production
*Early Production
*Speech Emergence
*Intermediate Fluency
*Near Proficient |
|
|
Term
|
Definition
| the patterns of sounds in language |
|
|
Term
|
Definition
| a sound that makes a difference in meaning in a language |
|
|
Term
|
Definition
|
|
Term
|
Definition
| the study of how words are put together |
|
|
Term
| Stages of Language Developement |
|
Definition
1. Babbling and Echolalic Babbling (infancy)
2. Unitary Stage (24 months)
3. Expansion and Delimiting Stage (48 months)
4. Structural Awareness Stage (60 months)
5 Automatic Stage (K5)
6. Creative Stage (grade 1)
7. Communication Development stage (grades 2-8) |
|
|
Term
|
Definition
*Created by Bob Skinner
*Brain is a blank slate
* Imitation of input from environment
*habit formation by repetition
* errors due to habits
*Audio Lingual Method |
|
|
Term
|
Definition
| Student Oral Language Observation Matrix |
|
|
Term
|
Definition
| assesses student's comprehension, fluency, vocabulary, pronunciation, and grammar on a scale of 1-5 |
|
|
Term
| Krashen's 5 Hypotheses of Second Language Acquisition |
|
Definition
1. Learning/ Acquisition
2. Natural Order
3. Monitor
4. Input
5 Affective Filter |
|
|
Term
| Learning/Acquisition Hypothesis |
|
Definition
| Formal, conscious language learning vs. subconscious acquisition through interaction |
|
|
Term
|
Definition
| Some aspects of language appear in the speech of learners before others do |
|
|
Term
|
Definition
| the acquisition of a L2 involves conscious knowledge about correctness of a L |
|
|
Term
|
Definition
| Comprehensible input is key for acquisition |
|
|
Term
|
Definition
*message that students understand
*Krashen coined this phrase |
|
|
Term
| Affective Filter Hypothesis |
|
Definition
| Affective Factors serve as a filter to block out comprehensible input to the brain, which in turn prevents acquisition |
|
|
Term
|
Definition
*the subconscious process of internalizing linguistic competence and performance
*similar to the way children acquire their native language |
|
|
Term
|
Definition
*refers to the process by which students become aware of the "rules" of the target language
*explicit presentation of rules and grammar through classroom instruction necessary |
|
|
Term
|
Definition
| words that look/sound the same in both languages |
|
|
Term
|
Definition
* created by Krashen & Terrell
* spoken fluency cannot be taught directly, it emerges naturally |
|
|
Term
| Affective Elements in L2 Acquisition |
|
Definition
| anxiety, self-image, interest, motivation, & comprehensible input |
|
|
Term
|
Definition
| Cognitive, Associative, Automatic Processing, Retention/Attrition |
|
|
Term
|
Definition
| occurs when one learns a limited amount of English and then is happy to remain at that "limited" stage |
|
|
Term
|
Definition
| natural Ls all have the same basic underlying grammar, but the "surface features" differ |
|
|
Term
|
Definition
| lots of L knowledge and structure will transfer |
|
|
Term
|
Definition
| words that look like they are cognates, but really have different meanings |
|
|
Term
| ESL Teaching Methodologies |
|
Definition
*Active, Inquiry-Based Learning
*Constructivist Learning
*Cooperative Learning
*Whole Language
*Accelerated Learning
*Passive Learning |
|
|
Term
| INstructional Strategies for ESL |
|
Definition
*Sheltered Instruction
*Cognitive Academic Language Learning Approach (CALLA)
* Total PHysical REsponse
*Use objects to connect concepts
*Build vocabulary through dramatization |
|
|
Term
|
Definition
*Chamot & O'Malley
*Teachers explicitly teach learning strategies and have students apply them to instructional tasks through carefully designed lesson plans tied to content curriculum |
|
|
Term
|
Definition
*knowing what to say to whom and how to say it
*provides knowledge of the linguistic forms of the language |
|
|
Term
|
Definition
| Beginning, Intermediate, Advanced, Advanced High |
|
|
Term
| Beginning Reading Proficiency |
|
Definition
| little oral L2 comp., reads slowly word for word, context dependent, |
|
|
Term
| Intermediate Reading Proficiency |
|
Definition
| understands basic structure of L2, heavy reliance on prior knowledge, interpret text very literally, difficulty following story lines with nonstandard format |
|
|
Term
| Advanced Reading Proficiency |
|
Definition
| functional readers of english, use critical and abstract thinking skills, can understand grade lvl texts with some assistance |
|
|
Term
| Advanced High Reading Proficiency |
|
Definition
| almost fully functional readers of English, lvl of reading necessary for passing grade-lvl STAAR |
|
|
Term
| Three Cueing Systems of Reading |
|
Definition
| Semantic, Syntactic, Graphophonic |
|
|
Term
|
Definition
*meaning
*Story sense, prior knowledge, text, illustrations |
|
|
Term
|
Definition
*structure
*natural languages, knowledge of english, grammatical patterns and language structures |
|
|
Term
|
Definition
*visual
*print conventions, directionality, words/space, letters, beginnings/endings, punctuation |
|
|
Term
|
Definition
| read aloud, shared reading, think aloud, guided reading, independent reading, language experience approach |
|
|
Term
|
Definition
| *teachers model reading strategies that often exceed students' current lvl of competence |
|
|
Term
|
Definition
| provides a valuable forum to model and demonstrate the reading processes and strategies needed to read fluently |
|
|
Term
|
Definition
| (T) will pause and ponder out loud aspects of the text or specific reading strategies that are being used |
|
|
Term
|
Definition
| provides opportunities for (S) to practice and apply the reading strategies they have learned taking on greater responsibility for their reading |
|
|
Term
| Text Selection for Guided Reading |
|
Definition
| should meet: match the instructional lvl of the (S) group, support the strategies and the skills (S) are practicing |
|
|
Term
|
Definition
| encompasses reading for a variety of purposes and gives (S) opportunities to practice the strategies they have been developing through other literacy activities |
|
|
Term
| Language Experience Approach |
|
Definition
| technique that naturally extends oral language development into reading and writing, using and validating the (S) own authentic language |
|
|
Term
|
Definition
| Share and discuss and experience, lead the group in dictating a story, read the story and consider revisions, read and reread the story, extend the experience |
|
|
Term
| The beginning ESL writer needs: |
|
Definition
| time to write; write about what they know; authentic purpose; to learn spelling, grammar, and mechanics in context; support in reaching beyond expectations; prompt feedback; and models for writing |
|
|
Term
|
Definition
| Response, Personal, dialogue, Learning logs, double-entry, simulated |
|
|
Term
|
Definition
| *a program model for teaching English to speakers of other languages, in which the academic content areas of ELAR, SS, Science, and Math are used as the vehicle for language learning |
|
|
Term
| Features of Effective Instruction |
|
Definition
*Assessing Progress
*Designing Instruction
*Scaffolding |
|
|
Term
| Twin purposes of assessment |
|
Definition
*provide feedback to (S)
*serve ass a diagnostic tool for instruction |
|
|
Term
|
Definition
| type of assessment used to determine students achievement of the course or grade level objectives |
|
|
Term
|
Definition
| used to meausre objectives that will not be formally assessed or used as a preliminary assessment for objectives that will be formally assessed |
|
|
Term
|
Definition
| from the 18th century up until WWI linguistic diversity was generally accepted and teh presence of diff Ls was encouraged |
|
|
Term
|
Definition
| 1919-American Department of the U.S. Bureau of Education stated that English was the sole L of instruction |
|
|
Term
|
Definition
1957-space race
1958-National Defence and Education Act was passed promoting foreign L learning in elem., high schools, and universities
1964-the Civil Rights Act symbolized a change in a less negative attitude to ethnic groups, and their L |
|
|
Term
|
Definition
1968-the Bilingual Education Act, Title VII provided funding to establish bilingual ed programs
1974-reauthorization of the Bilingual Ed Act, new grants were provided for program effectiveness
1977-the NCBE was established now called NCELA
1995-Special population program modifications were required by the state of TX |
|
|
Term
|
Definition
1974- S.C. ruled the identical ed. does not constitute equal education
*defined legal responsibility of schools to provide a meaningful ed for (S) of LEP |
|
|
Term
|
Definition
1974-S.C. ruled that identical education does not constitute equal ed.
*defined legal responsibility of schools to provide a meaningful ed for (S) of LEP |
|
|
Term
|
Definition
| false notions or conceptions of other races |
|
|
Term
|
Definition
| intolerance or hatred of othe rraces |
|
|
Term
|
Definition
| belief that one's own group is superior to others |
|
|
Term
|
Definition
Federal Funding for bilingual ed.
*80% of funds based on #of LEP and 20% based on the # of immigrant students |
|
|
Term
|
Definition
National Council for the Accreditation for Teacher Education
*professional accrediting body for teacher prep in the U.S |
|
|
Term
|
Definition
*Two-way bilingual
*One-way bilingual
*50-50
*90-10 early grades |
|
|
Term
|
Definition
| 1982- S.C. denies the state's right to exclude the children of illegal immigrants from public schools |
|
|
Term
|
Definition
| 1981-5th circuit Court of Appeals formulated a set of basic standards to determine school district compliance with EEOA |
|
|
Term
|
Definition
1) Theory: school must pursue a program based on an educational theory recognized as sound
2)Practice: must actually implement the program to bring theory into reality
3) Results: must not persist in a program that fails to produce results |
|
|
