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CTEL Exam Prep > Acronyms > Flashcards

Acronyms Flashcards

Identify acronyms commonly referenced in text "A Course for Teaching English Learners" by Lynne T. Diaz-Rico (54 cards)

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1
Q

CLD

A

culturally and linguistically diverse, i.e. CLD students

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2
Q

ELD

A

English-language development

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3
Q

TWI

A

two-way immersion

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4
Q

CDE`

A

California Department of Education

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5
Q

EFL

A

English as a foreign language

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6
Q

ESOL

A

English for speakers of other languages

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7
Q

TESOL

A

Teaching English to speakers of other languages

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8
Q

NCLB

A

No Child Left Behind Act (2001)

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9
Q

SDAIE

A

specially designed academic instruction in English (i.e. SDAIE strategies)

also called sheltered instruction

addresses the following needs:

  1. learn grade-appropriate content
  2. master English vocab & grammar
  3. learn “academic” English
  4. develop strategies for learning how to learn

p. 134, p. 139

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10
Q

CALP

A

cognitive academic language proficiency

language needed to perform abstract and decontextualized school tasks. Context-reduced communication bc it provides few concrete cues to assist comprehension, as opposed to BICS.

p. 30, p. 170

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11
Q

IRE or IRF sequence

A

Teacher initiates an INTERACTION by asking a question, student RESPONDS, teacher follows up with EVALUATION or FEEDBACK. Teacher produces the most language and takes the most turns.

strengths: ease of use, effectiveness for controlling attention & behavior, diagnosis of learner’s responsiveness”
weaknesses: lack of emphasis on learner oral production, limited peer interaction, inequity of reinforcement)
p. 36

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12
Q

AAVE

A

African-American Vernacular English

p. 43

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13
Q

L1

A

First language

p. 49

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14
Q

BSM

A

Bilingual Syntax Measure

Measures oral proficiency in English and/or Spanish grammatical structures

p. 49

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15
Q

CELDT

A

California English Language Development Test

p. 50

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16
Q

SUP

A

separate underlying proficiency

Notion that content and skills learned through primary language do not transfer to English
p. 52

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17
Q

CUP

A

common underlying proficiency

Notion that competence in the primary language provides the basis for competence in the second language
p. 52

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18
Q

TPR

A

total physical response

p. 54

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19
Q

LAD

A

language acquisition device

Chomsky’s theory that the brain contains an active language processor, the LAD
p. 54

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20
Q

TBL

A

task-based learning

p. 55

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21
Q

SLA

A

second-language acquisition

p. 67

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22
Q

NLP

Study These Flashcards
A

neuro-linguistic programming

a framework teachers can use to address students in their dominant modality (i.e. learning style)
p. 76

23
Q

CALLA

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A

Cognitive Academic Language Learning Approach

learning strategies organized into 3 major types: metacognitive, cognitive, and social-affective

  • topics from major content areas
  • development of academic language skills
  • explicit instruction in learning strategies for both content and language acquisition

p. 78, p. 159

24
Q

AYP

Study These Flashcards
A

adequate yearly progress (associated with federal govt acts re education, i.e. ESEA and NCLB)

p. 88

25
NCLB
No Child Left Behind, 2001 required annual testing of 3rd-8th graders beginning in 2005-06 p. 88
26
LEP
limited English proficiency p. 88
27
TAKS
Texas assessment of knowledge and skills p. 89
28
ELLs
English language learners p. 89
29
ELA
English language arts (often used to describe ELA standards) p. 93
30
AMAOs
annual measurable achievement objectives. NCLB mandates each state receiving funds must define AMAOs p. 95
31
IEP
individual education program p. 111
32
SEI
structured English immersion - California mandate that students sit through 30 days of SEI before waiver can be signed where child can receive instruction in home language students taught solely in English supplemented with SDAIE, designed to address intermediate level learners and above p. 124, p.134, p. 136
33
TWI
two-way immersion Primary English speakers and ESLs in roughly equal numbers taught in same class receiving grade level appropriate lessons in two languages p. 127, p.133
34
CLAD
crosscultural, language, and academic development p. 130
35
FLES
foreign language programs in elementary schools p. 131
36
SLLs
second language learners p. 132
37
TBE
transitional bilingual education a subtractive view of bilingualism, requiring native speakers to discontinue use of native language as they increase English fluency p. 134, p. 135
38
UID
universal instructional design promotes access to info, resources, & tools for students with wide range of abilities, disabilities, ethnic backgrounds, language skills, & learning styles p. 139, p. 140
39
CBOs
community based organizations groups committed to helping people obtain health, education, & other basic human services p. 145
40
SIOP
sheltered instruction observation protocol p. 161
41
BICS
basic interpersonal communication skills language skills and functions that allow students in school to communicate in everyday social contexts similar to those of home; perform classroom chores, chat with peers, or consume instructional media. BICS is context embedded - participants provide feedback to one another, situation provides cues, factors apart from linguistic code can provide meaning, as opposed to CALP. p. 170
42
TTT
teacher talking time evidence indicates this should be reduced as it limits opportunities for STT p. 173
43
STT
student talking time p. 173
44
CAI
computer assisted instruction p. 187
45
CMC
computer-mediated communication more sophisticated computer-simulated learning environments p. 187
46
CMI
computer-managed instruction grade book programs & database management p. 187
47
DTP
desktop publishing p. 188
48
QAR model
question-answer relationships useful for scaffolding secondary social studies, there are 4 kinds of questions: 1. right there (quote from text) 2. think and search (answer must be inferred from several paragraphs of text) 3. author and you (text integrated with personal experience) 4. on your own (drawn from personal experiences) p. 199
49
IC
instructional conversation instructor functions as "thinker-leader" while encouraging voluntary oral participation. most important instructional element is thematic focus - a good theme is flexible and grows out of participants' ideas, not teacher's conversational elements include aspects that defuse anxiety and promote interaction. turns are voluntary thinker-leader asks open-ended questions, responds positively, and weaves ideas volunteered by members together p. 231
50
VoIP
voice-over-internet-protocol technologies, includes chat rooms p. 231
51
LEA
language experience approach student tells a story or relates an event, teacher writes it down and reads it back. oral expression helps students connect to their experience, LEA reinforces the concept that sounds can be translated into specific symbols (words), and LEA provides texts for specific lessons on vocab, grammar, structure, etc. p. 257
52
DR-TA
directed reading-thinking activity Teacher asks students to make predictions and then read to confirm or disconfirm their ideas. It is key for students to update ideas as new info is revealed. p. 258
53
CBI
content-based instruction learning objectives are organized around academic subjects to prepare students to master grade-level curricula p. 274
54
EIEP
Emergency Immigrant Education Program, a provision of NCLB. Does not appear to be active any longer. p. 310

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