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ELL Test Study Guide > ELL Foundations > Flashcards

ELL Foundations Flashcards

1
Q

Late Exit Bilingual Program

A

exiting bilingual instruction late in the elementary years

Students exit in fifth or sixth grade.

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2
Q

Differentiated Instruction

A

teaching that offers multiple options for learning the material based on different student needs and learning styles

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3
Q

Lau vs. Nichols

A

court case considered the cornerstone for policy related to equity of English Language Learner education in the United States

Children needed scaffolding and other strategies to make input comprehensible.

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4
Q

Cognitive Code

A

method of teaching English Language Learners which teaches a grammatical structure (usually inductively) to students and then they practice it (Presentation, Practice and Production)

Teachers explicitly teach a language rule, such as adding suffix -ly to make verbs into adverbs. The teacher provides clear examples in context, and the students practice.

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5
Q

Cognitive and Academic Language Learning Approach (CALLA)

A

Teachers explicitly teach learning strategies and have students apply them to instructional tasks to increase CALP

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6
Q

Immersion

A

being fully immersed in a language, all communication is in the language to be learned

Students traveled to China as part of their language immersion program.

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7
Q

Informative Function

A

language function used to provide information, describe things and give reasons

A server describing the nightly specials to guests at a restaurant is using the informative function.

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8
Q

Suggestopedia

A

Warm, relaxed, pleasant environment is the ideal state for learning; Often makes use of art and music and a close relationship between teacher and student

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9
Q

Auditory Methods

A

Lessons using materials for students to listen to.

speeches, music, or direct instruction

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10
Q

Two-Way Programs

A

bilingual or dual-language program that serve the English Language Learner group and the native English learner group

In a two-way program, the goal is for all students to become bilingual.

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11
Q

Dysnomia

A

difficulty in recalling names or words needed for oral or written language

A student has no trouble reading a passage about early American history, but cannot produce the names of the Founding Fathers when called upon to speak about it.

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12
Q

Kinesthetic Learning / Tactile Learning

A

Learning primarily by touching things or doing an activity

create and act out plays or skits

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13
Q

Input Hypothesis

A

one of linguistics professor Stephen Krashen’s five hypotheses of second language acquisition which states that language is acquired through comprehensible input that is one step beyond their current competence level

This hypothesis highlights the importance of using the target language in the classroom to help students communicate effectively.

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14
Q

Affective Filter

A

emotional influences on learning

Anxiety, attitude, inhibition, self-esteem all affect a student’s learning experience.

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15
Q

Expressive Function

A

language function used to express feelings or attitudes

A parent telling his child he loves her and wishing her a great first day of school is using the expressive function.

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16
Q

Visual Methods

A

Lessons using materials for students to view.

maps, images, political cartoons, multimedia presentations and graphs

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17
Q

Basic Interpersonal Communicative Skills (BICS)

A

Basic Interpersonal Communicative Skills are casual, everyday language used in personal conversation

ELLs use BIC skills when they are on the playground, in the lunch room,on the school bus, at parties, playing sports and talking on the telephone.

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18
Q

Dual Language Education

A

a language program model designed for students from two home language groups to learn in bilingual pairs side by side and use one or the other language for learning content

Student A, whose first language is English, is grouped with student B. whose first language is French, and they learn the curriculum utilizing both English and French.

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19
Q

Word Order (Syntax)

A

in a basic declarative statement in English, the subject comes first, followed by the verb, and then by the objects and adverbial phrases, if there are any

He went to the store yesterday.

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20
Q

Interrelatedness (with ELL students)

A

connections between language 1 and language 2

The more developed the learner’s first language is the better the second one will develop.

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21
Q

Affective Filter Hypothesis

A

one of linguistics professor Stephen Krashen’s five hypotheses of second language acquisition which states that needs and emotional states affect language acquisition (anxiety, attitude, self-image, motivation, classroom climate, personality)

In order to learn, it is important to create a safe, welcoming environment in which students feel they can make mistakes and take risks.

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22
Q

Language Experience Approach (LEA)

A

Promotes reading and writing through the use of personal experiences and oral language; Materials are learner-generated.

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23
Q

Natural Order Hypothesis

A

one of linguistics professor Stephen Krashen’s five hypotheses of second language acquisition which states that there is a predictive, natural order/sequence for language acquisition

According to this hypothesis, certain structures of a language are easier to acquire than others and as a result language structures should be taught in an order that is conducive to learning.

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24
Q

The Silent Way

A

Teacher is silent 90% of the time, encouraging natural language expression

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25
Q

Natural Approach

A

method of teaching English Language Learners based on Krashen’s Language Acquisition Theory. Tend to have emphasis on low-anxiety, natural context for language acquisition with a goal of maximum comprehensible input (both BICS and CALP)

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26
Q

Sheltered Instruction Observation Protocol (SIOP)

A

instructional model used to make grade level content comprehensible while acquiring English language proficiency and developing academic language

Teachers use content objectives, language objectives, background knowledge, interaction and meaningful activities. There are 8 components in the SIOP model.

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27
Q

Audiolingualism

A

method of teaching English Language Learners which teaches grammar and vocabulary through the use of repetition and memorization of set phrases

Based on Behaviorism theory that learning comes through repetition and positive reinforcement; Emphasis on learning grammatical and phonological structure

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28
Q

Sheltered Instruction

A

Teachers integrate language and content instruction in order to make content comprehensible; systematically pair a content objective and a language objective for each lesson

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29
Q

Maintenance Model

A

program model in which the student’s L1 is maintained so that it can become the basis for L2 learning, but the L1 is not developed or extended

The aim is bilingualism and biliteracy, although somewhat limited.

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30
Q

Communicative Approach

A

Learning a language successfully comes through having to communicate real meaning

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31
Q

Response to Intervention (RtI)

A

a process to monitor and measure student progress in the general education curriculum after instructional intervention is provided

small group pull-out, tutoring

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32
Q

Sheltered English Immersion

A

program model in which ELLs are taught academic content in English by a content licensed teacher

The English language used for instruction is adapted to the proficiency level of the students. While the instruction focuses on content, it also promotes English language development.

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33
Q

Cognitive Academic Language Proficiency Skills (CALPS)

A

Cognitive Academic Language Proficiency Skills are formal, textbook language used in academic situations

This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school.

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34
Q

Language Variation

A

different ways of saying the same thing in sound or structure

Some parts of America say “y’all” while other regions say “you guys.”

35
Q

Tactile Methods

A

Lessons using materials for students to touch and handle.

Encouraging students to take notes, use study sheets, build dioramas or models

36
Q

Comprehensible Input

A

Information that can be understood despite language barriers. Legally required to be provided to all ELL students under statute set by Lau vs. Nichols.

If a teacher uses comprehensible input for her ELL students, they can understand the essence of what is being said even if they do not know every word or structure used in the message.

37
Q

Auditory Learning

A

Learning primarily by hearing things

Lectures

38
Q

Zone of Proximal Development

A

A chart that shows what tasks a learner can do independently, can do with assistance, and cannot do

39
Q

Visual Learning

A

Learning primarily by seeing things

Written examples

40
Q

Circumlocution

A

the use of many words to describe something when fewer would be sufficient

A student says “the colored sticks you rub on paper to make different colors” instead of “crayons.”

41
Q

WIDA

A

The WIDA (World-Class Instructional Design and Assessment) categorizes language proficiency into six levels: Entering, Emerging, Developing, Expanding, Bridging, Reaching.

42
Q

Cluster Center

A

program in which students from two or more schools are grouped in a center designed to provide intensive language teaching

Students are transported for service. This model is more likely to be used if there is a small population of ELLs on a particular campus or the services offered at the home campus are not intensive enough to meet the needs of the ELLs.

43
Q

Dual Language 90/10

A

dual language program in which the first language is used 90% of the time

Students in a 90/10 program hear their first language most of the time.

44
Q

Pull-Out Program

A

students are pulled from their regular classroom for specialized instruction

ELL students spend part of their day learning English with a pull-out teacher in a different classroom.

45
Q

Total Physical Response (TPR)

A

Based on the coordination of language and physical movement; Students follow simply stated directions using controlled vocabulary

46
Q

Multisensory Approach / VAKT

A

method of teaching English Language Learners. Information is presented in visual, auditory, kinesthetic and tactile modalities (VAKT)

47
Q

Structured English Immersion

A

program model in which ELLs are taught subject matter in English by a content licensed teacher who is also licensed in ESL or bilingual education. No ESL instruction is provided in this model.

The teacher is proficient in the first language of the student. Students may use their native language for clarification, but the teacher uses only English.

48
Q

Dual Language 50/50

A

dual language program in which each language is used 50% of the time

Students in a 50/50 program hear both languages the same amount.

49
Q

Language Function

A

the different uses of a particular language

An advertisement has the function to persuade us to purchase a product.

50
Q

Constructivist Approach

A

Based on the belief that humans construct knowledge and meaning from their experiences; Activities are interactive and student-centered.

51
Q

Phonics Approach

A

A method for teaching reading and writing by developing phonemic awareness—the ability to hear, identify, and manipulate phonemes—in order to teach the correspondence between these sounds and the spelling patterns (graphemes) that represent them

52
Q

Home Language Survey

A

a registration form on which parents enrolling their children in school indicate what language is primarily spoken at home

The HLS is used to decide whether a student should take an English proficiency assessment to determine their eligibility for English language services.

53
Q

Pull-In / Push-In Program

A

ESL teacher works inside her students’ regular education classroom to provide instruction

The ESL teacher may pull aside a small group, including ELLs, to work on an assignment given by the general education teacher within the regular classroom.

54
Q

Direct Instruction

A

a teacher-led approach to instruction in which the instructor provides information on a concept and is the sole expert in the room

lectures and demonstrations

55
Q

Self-Contained English Language Learner Classes

A

students stay in their regular classroom throughout the school day for both content instruction and English language instruction

The general education teacher with her ESL endorsement makes sure input is comprehensible to the ELLs in her self-contained English language learner class.

56
Q

Dialect

A

form of a language particular to a specific region or community

57
Q

Transformational Grammar

A

branch of generative grammar; the transformational grammar theory suggests that all sentences have a deep structure behind them which is modified via transformations to result in the surface structure of the spoken or written sentence

The deep structure sentence “Eric walked the dog” can be transformed into several different new surface structure sentences such as “The dog was walked by Eric” and “Has Eric walked the dog?”

58
Q

Borrowing (with ELL students)

A

incorporation of linguistic material from one language to another

A student inserts the name of a school supply from his native language when requesting the materials he needs to complete an assignment.

59
Q

Overgeneralization

A

the application of a grammar rule in a place where it doesn’t apply

A student adds -s to make everything plural, even irregular plural nouns. “I brushed my tooths this morning.”

60
Q

Newcomer Centers

A

a place for students who are new to the country to go become acclimated to their new environment

The students who recently immigrated to the US went to the school district’s newcomer center for resources to help their initial transition to the American school system.

61
Q

Acquisition Learning Hypothesis

A

one of linguistics professor Stephen Krashen’s five hypotheses of second language acquisition which states that acquisition occurs subconsciously from natural communication where the focus is on meaning

According to this hypothesis, the optimal way a language is learned is through natural communication, so situations should be created in which language is used in order to fulfill authentic purposes.

62
Q

Language Interference

A

differences between a learner’s native language and the language being learned, which can cause confusion in the acquisition of the new language

When a learner applies knowledge from one language incorrectly to another language resulting in word, syntax or pronunciation errors.

63
Q

Heritage Language Program

A

program in which ELLs are taught literacy in their native language

The aim is usually bilingualism and biliteracy, although the heritage language can take priority.

64
Q

One-Way Programs

A

bilingual programs that serve English learners alone

In a one-way program, native Spanish-speaking students use their primary language and English to learn content and language simultaneously.

65
Q

Total Response Signals (TRS)

A

cues students can use to indicate they are ready to respond to questions or ready to move on to new material

Students raise their hands when they finish a worksheet

66
Q

Avoidance

A

an ELL avoids using difficult words and structures, opting for simpler ones instead

A student says “leaves” instead of “eucalyptus” when asked what koalas eat.

67
Q

Transitional / Developmental Bilingual Educational Programs

A

a bilingual program designed to be temporary

The aim is monolingualism. Instruction in the student’s L1 is temporary because the aim is to leave that behind and teach only using L2.

68
Q

Cognates

A

Words in two languages that share a similar meaning, spelling, and pronunciation.

family-familia; computer-computadora, and bicycle-bicicleta

69
Q

Learning Style

A

The manner in which a student learns best

Visual Learning

70
Q

False Cognates

A

words from different languages that look and sound alike, but have different meanings

The Spanish word “sopa” looks and sounds like the English word “soap,” but its English translation is “soup.”

71
Q

Early Exit Bilingual Program

A

exiting bilingual instruction early in the elementary years

Students exit by third grade.

72
Q

Castaneda vs. Pickard

A

court case that established a three-part assessment for bilingual programs

Bilingual education program must be based on sound educational theory, be implemented effectively with appropriate resources and be proven effective.

73
Q

Concept Attainment Model (Bruner)

A

An indirect instructional strategy that uses a structured inquiry process; Students figure out the attributes of a group or category that has already been formed by the teacher by comparing and contrasting examples that contain the attributes of the concept with examples that do not contain those attributes.

74
Q

Monitor Hypothesis

A

one of linguistics professor Stephen Krashen’s five hypotheses of second language acquisition which states that learners edit their own language performance

The acquisition system initiates speech and the learning system ‘monitors’ the speech to find and correct errors. Monitoring can make some contribution to the accuracy of speech, but its use should be limited.

75
Q

Fossilization of Errors

A

an error hasn’t been fixed and has cemented over time

A student says, “I am slipping” instead of “I am sleepy” each morning upon arriving to school.

76
Q

Directive Function

A

language function used to give commands and make requests

A teacher instructing her students to take the steps needed to prepare for recess and lunch is using the directive function.

77
Q

Grammar - Translation / Classical Approach

A

method of teaching English Language Learners which teaches grammar as a means to translate text in one language to another

Grammar translation classes are taught in a student’s native language and require students to memorize long lists of vocabulary and grammar rules.

78
Q

Notional-Functional Syllabus

A

Input organized into notional categories, or real-life situations in which people communicate, and are further broken down into functions or specific aims of communication

79
Q

Biliteracy

A

the ability to read and write with competence in two languages

A student with proficient literacy skills in English and Vietnamese demonstrates biliteracy.

80
Q

Direct Method / Oral Method / Natural Method

A

Immersion in the language; Focus on oral communication

81
Q

Nativist Theory

A

Noam Chomsky’s revolutionary idea that language is innate.

Language depends on an innate biological mechanism called the Language Aquisition Device (LAD); Children are born with the ability to acquire language.

82
Q

Scaffolding

A

a method of teaching that involves gradually removing aids when teaching new concepts

When teaching how identify adjectives, a teacher starts with explicit teaching. Then, she leads the class in guided instruction, and repeats or rephrases the necessary information. Next, she prompts the students with questions like “what kind?” and “which one?” Eventually, students identify adjectives independently.

83
Q

Bilingual / Bilingualism

A

the ability to speak and understand two languages

A biligual student from Switzerland speaks both English and German.

84
Q

Code-Switching

A

the ability to change the way you communicate depending on what is appropriate for the situation

students use “U” for you in text messages, but should use “you” in classwork

ELL Test Study Guide (5 decks)

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