ESL: Key Terms

Question 1

Cognate

Answer 1

Words which have a common origin.

3 district levels:

True Cognate: spelled same, means the same, but pronunciation will be different according to language structure of the words such as an accent mark.
(Ex: English - rodeo, Spanish - rodeo)

Partial Cognate: the word in other languages has the same origin but the spelling will differ. Meaning will be the same but pronunciation due to language structure will be different. (Ex: English- fragrance, Spanish - frangancia)

Question 2

Discourse

Answer 2

Continuous stretch of speech or written text, going beyond a sentence to express thought. (I.e. cultural rules for conversation, like taking turns, opening conversation with “How are you?”, etc.)

Question 3

Graphophonics

Question 4

Language Registers

Answer 4

Situational context of language use that is influenced by what is being talked / written about and the relationship between those speakers.

5 language registers:
1. Frozen Register: Pledge of Allegiance,
Constitution (language that remains fixed / unchanged).

2. Formal / Academic Register: Interviews, academic language in classroom (lectures, instruction-mini-lessons), public speaking.
3. Consultative Register: Talking to a boss / supervisor/ teacher, lawyer, doctor, counselor (asking for assistance)
4. Casual (Informal) Register: Talking with friends, slang (writing drafts should allow casual before the formal draft because it “gets the information out” on the paper)
5. Intimate Register: Language of lovers, sexual harassment (not for public information)

Question 5

Lexical Ambiguity

Question 6

Lexicon

Answer 6

The knowledge that a native speaker has about a language. Includes info about: the form & meanings of words & phrases, lexical categorization, appropriate usage of words and phrases, relationships between words & phrases, and categories of words and phrases. (Does NOT include phonological and grammatical rules)

Question 7

Morphology

Answer 7

The study of the internal structure of words. A system of adjustments in the shapes of words that contribute to the adjustments in the way speakers intend their utterances to be interpreted.

Building blocks of words, the smallest linguistic unit which has a meaning or grammatical function (stem, prefix, suffix)

Question 8

Phoneme

Answer 8

Distinctive speech sounds in words
(Ex: test / text. One letter different makes one phoneme difference)

Question 9

Phonics

Answer 9

The system of relationships between letters and sounds in a language.

Question 10

Phonological Awareness

Answer 10

Ability to recognize that words are made up of a variety of sound units.

Question 11

Pragmatics

Answer 11

The study if the aspects of meaning and language use that are dependent on the speaker, the addressee and other features of the context of utterance.

Pragmatic Skills:

1. Using language for different purposes: greeting, informing, demanding, stating, and requesting
2. Changing language for the listener or the situation: talking to a teacher or a friend, speaking indoor versus outside, talking to family versus a stranger
3. Following rules for conversation: taking turns, staying on topic, non-verbal cues, personal space

Question 12

Semantics

Answer 12

(General): The study of meaning of linguistic expressions.
(Narrow): The study of the meaning of linguistic expressions apart from consideration of the effect they pragmatic factors, such as the following, have on the meaning of language in use: features of the context, conventions of language use, goals of the speaker.

Question 13

Syntax

Answer 13

The way words are put together in a language to form phrases, clauses, or sentences. 2 parts: classes (such as noun, verb, adjective) & functions (such as subject & object)

Word order
Agreement
Subject / object

Question 14

Free Morpheme

Answer 14

Can stand alone as a meaningful word (re-WRITE)

Question 15

Bound Morpheme

Answer 15

Cannot stand alone (RE-write)

Question 16

Affixes

Answer 16

Morphemes which are added to root words and stems
(Suffix / prefix / infix)

Question 17

L1 and L2 Acquisition

Question 18

Natural Approach

Question 19

Memorization

Question 20

Categorization

Question 21

Generalization

Question 22

Metacognition

Question 23

First and second language effect

Question 24

Idiomatic Expressions

Question 25

First language interdace

Question 26

CALLA

Answer 26

Cognitive Academic Language Learning Approach Model uses carefully designed lesson plans tied to content curriculum, teachers explicitly teach learning strategies and have students apply them to instructional tasks.

Question 27

Communicative Competence

Question 28

GLAD

Answer 28

Guided Language Acquisition Design Model. Instructional approach that incorporates a variety of strategies to support English learners in simultaneously learning content and acquiring language.

Grounded in research related to second language acquisition and sheltered instruction.

Question 29

Immersion

Question 30

QTEL

Answer 30

Quality Teaching for English Learners Model - teaching is based on sociocultural and sociolinguistic theories of learning and the central role is language in the learning process. .

Question 31

Sheltered Instruction

Answer 31

Teaching method developed to facilitate high-quality instruction for EL’s in continent area teaching. And if uses language acquisition strategies within Contin airy instruction to make content comprehensible for EL’s while developing their academic language. 

Question 32

SIOP

Answer 32

Sheltered s Instruction Observation Protocol - developed to facilitate high quality instruction for ELs in content area teaching.

Question 33

Stages of Language Proficiency

Question 34

TPR

Answer 34

Total Physical Response- tool used in SIOP for comprehensive input. Uses body movement to accelerate language acquisition. Teacher gives command & models the action. Students follow directions.

Question 35

Conversational support for L2

Question 36

ESL students’ communication, competence / oral proficiency 

Question 37

Effective transfer from L1 to L2

Answer 37

Cognate – L2 (English) word has similar meaning to L1 (native language) word. For example – chocolate / chocolat. Document / Documento 

Question 38

Instructional conversation

Question 39

Knowledge of individual differences

Question 40

Oral language development strategies

Question 41

Provide feedback for students development of L2 skills, (rephrasing, modeling)


Question 42

Stages of development in communication skills

Question 43

TEKS for listening/speaking