Domain 3 Flashcards
Foundations of ESL Education, Cultural Awareness, and Community and Family Involvement (106 cards)
1
Q
Percentage of ELs in Texas
A
20%, or 1 in 5
2
Q
ARD
A
Admission, Review, and Dismissal
3
Q
BICS
A
Basic Interpersonal Communication Skills
4
Q
CALLA
A
Cognitive Academic Language Learning Approach
5
Q
CALP
A
Cognitive Academic Language Proficiency
6
Q
ELPS
A
English Language Proficiency Standards
7
Q
ESOL
A
English for Speakers of Other Languages
8
Q
ESSA
A
Every Student Succeeds Act
9
Q
GLAD
A
Guided Language Acquisition Design
10
Q
HLS
A
Home Language Survey
11
Q
LAS
A
Language Assessment System
12
Q
LEP
A
Limited English Proficient
13
Q
LPAC
A
Language Proficiency Assessment Committee
14
Q
OCR
A
Office of Civil Rights
15
Q
OLPT
A
Oral Language Proficiency Test
16
Q
PEIMS
A
Public Education Information Management System
17
Q
PLDs
A
Proficiency Level Descriptors
18
Q
QTEL
A
Quality Teaching for English Learners
19
Q
SE
A
Student Expectation
20
Q
SDAIE
A
Specially Designed Academic Instruction in English
21
Q
SIOP
A
Sheltered Instruction Observation Protocol
22
Q
TAC
A
Texas Administrative Code
23
Q
TEC
A
Texas Education Code
24
Q
TELPAS
A
Texas English Language Proficiency Assessment System
25
What began in the late 19th century and after WWI?
Patriotic call to unify Americans under one common language. ESL students were expected to assimilate, or got left behind. This resulted in several legal cases that impacted ESL rights and education.
26
14th Amendment
Due process and equal protection clauses. Many court ruling regarding ESL education are based on this amendment.
27
Plessy v. Ferguson
(1896) Determined that "separate but equal" was lawful, resulting in the segregation of many groups of minority students.
28
Meyer v. Nebraska
(1923) U.S. Supreme Court declares that laws stating that schools cannot teach in any language other than English are unconstitutional. This was done in response to a Nebraska law that convicted a teacher for teaching in German. Provides legal protection for language minorities.
29
Brown v. Board of Education
(1954) Reversed Plessy v. Ferguson and emphasized the responsibility of states to create equal educational opportunities for all, paving the way for ESL and bilingual education.
30
Lau v. Nichols
(1974) In response to the San Francisco School District failing to provide bilingual education to all students of Chinese ancestry. The students not receiving bilingual education argued that their 14th Amendment rights were violated because they were not provided equal education opportunities. The Supreme Court mandated that schools take effective action to overcome the educational challenges of ESL students. The OCR interpreted this to mean that bilingual education was required unless a school district could prove that another approach could be equally or more effective.
31
Castaneda v. Pickard
(1981) Established a three-part assessment for determining how ESL programs would be held responsible for meeting the requirements of teh Equal Educational Opportunities Act:
1. Program must be based on sound educational theory.
2. Program must be implemented effectively with resources for personnel, instructional materials, and space.
3. After a trial period, the program must be proven effective in overcoming language barriers.
32
Plyler v. Doe
(1982) Supreme Court ruled that undocumented immigrants and their children are afforded 14th Amendment protections in response to Texas laws that allowed the state to withhold funds from school districts educating the children of undocumented immigrants.
33
Civil Rights Act
(1964) Public schools which receive federal funds cannot discriminate against ELs. Memorandum for EL students specifically was added in 1970.
34
Bilingual Education Act
(1968) The first comprehensive federal intervention that helped to shape education policy of language minority students. Proposed in response to struggling Spanish-speaking students in Texas. The aim was to secure more resources, trained personnel, and special programs to meet the needs of this population.
35
No Child Left Behind
(2002) Primary law for K-12 general education from 2002-2015. Goal was to level the playing field for all students.
1. More flexibility to states in how they spent federal funding, so long as schools were improving.
2. All teachers must be "highly qualified" in their subjects.
3. SPED teachers need to be certified and demonstrate knowledge of every subject they teach.
4. Schools must use science and research-based instruction and teaching methods.
36
Every Student Succeeds Act
(2015) Replaced No Child Left Behind. Recognized unique needs of subgroups of ELs: ELs with disabilities, recently arrived ELs (newcomers), and long-term ELs.
37
In Texas, who should be provided the opportunity to participate in bilingual or ESL programs?
Every student who has a primary language other than English who is identified as an EL.
38
What was the result of Collier and Thompson's 2009 research?
Content-based ESL programs that embed language support across all disciplines within an inclusionary model are more effective than programs that isolate ELs from peers and offer only supplemental English support.
39
What are the 2 state-approved ESL program models?
ESL content-based and ESL pull-out
40
What are the 4 state-approved bilingual models?
Transitional bilingual-early exit; transitional bilingual-late exit; dual language immersion one-way; dual language immersion two-way
41
All program models are required to provide what?
Targeted language instruction in English that is culturally and linguistically responsive and ensures that instruction addresses the affective, linguistic, and cognitive needs of ELs.
42
Advocacy
Taking action when facing the inequities in our educational system experienced by ELs. Advocacy has the most impact when it is collaborative between individuals and institutions.
43
Goals of ESL and bilingual programs
Ensuring equitable participation for English learners, developing
proficiency in listening, speaking, reading, and writing in the English language, and
developing literacy and academic language skills.
44
ESL Content-Based Program
Targets English language development through academic content instruction that is linguistically and culturally responsive in English language arts and reading, mathematics, science, and social studies.
45
ESL Pull-Out Program
Targets English language development through academic content instruction that is linguistically and culturally responsive in English Language arts and reading. Instruction shall be provided by the ESL teacher in a pullout or inclusionary delivery model.
46
Newcomer Centers
Entry point for ELs who have recently enrolled in U.S. schools, usually used in districts with a large number of newcomers. Students usually enroll in these programs for one year while they prepare to transition into a mainstream classroom, but may not be enrolled for more than 2 years according to TAC.
47
Transitional Bilingual/Early Exit
Students identified as English learners are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than two or later than five years after the student enrolls in school. Goal is to use their primary language as a resource while acquiring full proficiency in English. L1 instruction decreases as English is acquired.
48
Transitional Bilingual/Late Exit
Students identified as English learners are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school. Goal is to use their primary language as a resource while acquiring full proficiency in English. L1 instruction decreases as English is acquired.
49
Bilingual Dual Language Immersion/One-Way
Students identified as English learners are served in both English and another language (50% in each) and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school. Goal is to attain full proficiency in another language as well as English.
50
Bilingual Dual Language Immersion/Two-Way
Students identified as English learners are integrated with students proficient in English and are served in both English and another language (50% in each) and are prepared to meet reclassification criteria in order to be successful in English only instruction not earlier than six or later than seven years after the student enrolls in school. Goal is to attain full proficiency in another language as well as English.
51
Biggest predictor of academic success in English
Amount of formal schooling that a child receives in their native/primary language. For this reason, bilingual dual language programs have been found to be most effective.
52
Role of an ESL teacher
Assist the LPAC in evaluating student data once an EL is identified to recommend the best instructional program for each student, serve as an advocate for the EL, and initiate a plan of action.
53
What to monitor in the implementation of an effective ESL program
1. Academic progress in languages of instruction
2. English proficiency of ELs
3. Number of students who have met reclassification as English proficient
4. Number of teachers and aides trained and the frequency, scope, and results pf the PD in approaches and strategies that support L2 acquisition
54
CLD
Culturally and Linguistically Diverse
55
What should teachers value in Culturally and Linguistically Diverse (CLD) students?
The funds of linguistic and cultural knowledge, prior experiences, and interests of their students
## Footnote
This emphasizes the importance of recognizing and integrating students' backgrounds into the learning process.
56
How should teachers view students’ cultural and linguistic resources?
As foundations rather than barriers to learning
## Footnote
This perspective helps in creating a more inclusive and supportive learning environment.
57
What should teachers capitalize on regarding students' backgrounds?
Students' cultural and linguistic resources as a basis for intentional instructional connections
## Footnote
This approach enhances engagement and relevance in learning.
58
What must teachers understand about teaching and learning?
That they are culturally situated and vary among cultural and linguistic groups
## Footnote
Recognizing this helps tailor teaching methods to diverse student needs.
59
What language demands should teachers recognize?
The language demands necessary for academic content curriculum development
## Footnote
This recognition is crucial for effective curriculum design that meets diverse needs.
60
How does the development and preservation of cultural and linguistic identity influence academic achievement?
A strong cultural identity can enhance students' confidence and engagement in learning.
61
What methods should teachers employ to ensure equitable access to language and content?
Differentiated methods, allowing for tailored instruction that meets the varying needs of students.
62
What challenges do English learners face when learning academic content in English?
Processing new content while also learning a new language results in an increased workload.
63
What factor is crucial for predicting academic reading test scores in English learners?
Content alignment with the English learner population’s characteristics
## Footnote
Academic assessments should align with the specific traits of the English learner group being tested.
64
How should scores from recently arrived students be compared?
Analyzed separately from students nearing reclassification as English proficient
## Footnote
This separation allows for a more accurate assessment of language proficiency and academic readiness.
65
What is the relationship between learning academic content and language learning for English learners?
The level of language acquisition significantly impacts the ability to learn academic content.
66
Fill in the blank: Learning academic content is inextricably linked to learning _______.
language
## Footnote
This emphasizes the importance of language skills in academic success.
67
What does the language learning process require?
Comprehensible input of information in context
68
What is language acquisition conditioned by?
Cultural context
## Footnote
Language acquisition is influenced by societal factors.
69
What do students rely on culturally for developing literacy?
Prior 'culturally determined experiences'
## Footnote
These experiences serve as background knowledge.
70
How do teachers assist English learners in a cultural context?
By building linguistic bridges
## Footnote
This involves connecting their own discourse with that of the students.
71
What is the goal of developing linguistic bridges?
To develop the new academic register in English
## Footnote
This refers to the language used in academic settings.
72
What is culture?
The system of values, beliefs, notions about acceptable and unacceptable behavior, and other socially constructed ideas that members of the society are taught.
73
Is culture permanent?
No, it can adapt and grow with the individual.
74
Surface Culture
Observable patterns (i.e. food, art, dress, celebrations) with a low emotional charge.
75
Shallow Culture
Behavior resulting implicit norms surrounding everyday social interactions (i.e. eye contact, manners, courtesy, time, personal space) with a strong emotional charge.
76
Deep Culture
Subconscious assumptions that ultimately guide a person's view of the world (i.e. ethical reasoning, spiritual beliefs, values, theories) and drive the behavior observed at the shallow level. Intense emotional charge that can trigger fight or flight when challenged.
## Footnote
The intense emotional charge behind this deep cultural level is at the heart of how people learn new information because the mental models created here help the brain interpret the threats and rewards in an environment.
77
How do cultural dissonance impact learning?
May result in behavioral misunderstandings that can stand in the way of socio-cultural adaptation.
78
What are key strategies teachers should use to address cultural dissonance?
1. Recognize ethnocentrism
2. Understand students' cultural heritage
3. Be aware of social, economic, and political values in different cultures
4. Adopt a growth-oriented, asset-based mindset (all students can learn)
5. Create caring, inclusive classroom environments
79
Acculturation
The process of adjusting to a new culture.
80
Phases of Acculturation
1. Honeymoon Phase
2. Hostility Phase
3. Humor Phase
5. Home Phase
81
Honeymoon Phase of Acculturation
First phase. Student is excited about the novelty of a new culture.
82
Hostility Phase of Acculturation
Second phase. Students experience cultural dissonance and may experience impatience, anxiety, frustration, or anger in response.
83
Humor Phase of Acculturation
Third phase. Through culturally inviting experiences, students begin to redefine their cultural identity as they gain new understanding and begin to feel a part of their new culture.
84
Home Phase of Acculturation
Fourth phase. Students feel at ease and have learned to value their bilingual and bicultural identity.
85
Challenges of Older EL Students
Motivation, pronunciation, and intonation
85
Why is explicit instruction important when teaching English learners, considering the interaction between L1 and L2?
Because the interaction between English (L2) developmental sequences and a student’s primary language (L1) influences learning, explicit instruction is needed to help students analyze differences between both languages. This helps them progress beyond basic similarities and develop deeper understanding.
86
3 Factors that influence EL students' learning
1. Learner characteristics or personal traits
2. Situational or environmental factors
3. Prior language development and competence
87
How should ELs with exceptionalities be identified?
By balancing quantitative assessment with qualitative measures that include ability, achievement, and creativity in non-verbal, culture-free formats based on teacher or parent observations.
88
How should teachers approach meeting the needs of an EL identified with a disability?
With a strengths-based instructional approach that builds resilience by targeting the whole learner and helps the student feel capable and accomplished.
89
What are the potential consequences of misidentifying an EL with a learning disability?
Interventions that help students with disabilities usually do not help with second language acquisition. It can also result in holding students to standards that are lower than what they are actually capable of.
90
The Critical Elements of the School Environment for ELs
L1 + L2 Academic Development, L1 + L2 Language Development, L1 + L2 Cognitive Development
91
Affective Filter Hypothesis
Krashen. Affective variables such as motivation, self-confidence, and anxiety facilitate second language acquisition.
92
Comprehensible Input Hypothesis
Krashen. Information must be delivered so it is understandable to each student and just one level above the EL's listening ability.
93
What can teachers implement to help students approach cognitively demanding tasks?
Cognitive strategies, such as concrete prompts and scaffolds.
94
What is the relationship between conceptual knowledge in one language and input from another language?
Conceptual knowledge in one language helps helps make input in the other language comprehensible.
95
Factors that influence cultural bias
1. Instructional materials
2. Instruction
3. Classroom culture
4. Family and community engagement
5. Teacher leadership
96
Ethnocentrism
The false assumptions one might make due to the limited perspective of only one's own experiences.
97
Culturally Responsive Teaching (CRT)
Capitalizes on individuals' culture-based, affective and cognitive scaffolding in order to build capacity in the learner.
| Leveraging the affective & cognitive scaffolding students bring w/ them
98
Measure of successfully implementing culturally responsive teaching practices
If diverse students are learning and experiencing academic success
99
Educational Equity
Involves providing ELs with quality instruction, adequate resources, comprehensible assessments, and appropriate accommodations.
100
Effective strategies for ensuring educational equity
Advocacy, collaboration, and sheltered instruction support in all content areas
101
Why participate in an LPAC?
Helps ensure ELs are placed in appropriate programming when initially enrolling, and then helps monitor data to ensure the programming is effective.
102
When do you need both an LPAC and ARD?
When the student is identified both as an EL and as having a disability. Together they determine appropriate entry and exit criteria for the state BE/ESL program.
103
Effects of Family Involvement
Decreased absenteeism, improved student achievement, restores parents' confidence in their children's education.
104
When is parental involvement especially important?
Through age 11-12 when the ESL program does not directly support development of their L1.
## Footnote
When parents help develop L1 skills, cognitive development is improved which helps students in developing their L2.
105
What is the teacher's responsibility with community resources?
To be aware of resources in the community that could be useful for the family of an EL student.
