ESL Prep

Question 1

Phonology

Answer 1

the study of speech sounds (phonemes), how they change, and the actual pronunciation of words (phonetics) in a particular language

Question 2

Phonemes (Phone)

Answer 2

a single “unit” of sound that has meaning in any language

Question 3

Grapheme

Answer 3

the written symbol that represents a unit of sound

Question 4

Phonetics

Answer 4

Phonetics

Question 5

Phonics

Answer 5

the study and use of sound/spelling correspondences as a method for teaching reading and writing by developing learners’ phonemic awareness

Question 6

Alphabetic Principle

Answer 6

understanding a language’s system and the predictable relationships between letters and sounds, written and spoken communication

Question 7

Semantics

Answer 7

the study of linguistic meaning, including synonyms, antonyms, and homonyms i.e: “final destination” and “last stop” are technically synonymous, but semantically different

Question 8

Homonyms

Answer 8

words with the same spelling or pronunciation but different meanings and origins

Question 9

Semantic Ambiguity

Answer 9

the individual meaning of words has been resolved, but the context is needed for understanding example: There was not a single man at the party. Meaning: Not one? Or not any that were unmarried?

Question 10

Morphology

Answer 10

study of words, how they are formed, and their relationship to other words in the same language

Question 11

Morpheme

Answer 11

each unit of meaningful language that comprises a word and cannot be further divided without losing meaning (includes stems, root, base words, prefixes, and suffixes)

play + ful + ness = 3 morphemes elephant = 1 morpheme

Question 12

Cognates

Answer 12

words from different languages that are spelled the same

Question 13

True Cognate

Answer 13

The word is spelled the same, meaning the same, but pronunciation will be different according to language structure of the words such as an accent mark. Example: English- rodeo Spanish- rodeo

Question 14

Partial Cognate

Answer 14

The word in other languages has the same origin but the spelling will differ. The meaning will be the same but the pronunciation due to the language structure will be different. Example: english- fragrance spanish- frangancia english- apple german apfel

Question 15

False Cognates

Answer 15

words from different languages that are spelled the same or nearly the same but have different meanings

Question 16

Lexicon

Answer 16

can refer to the personal knowledge that a speaker has about the form and meaning of words and phrases within a language or the complete written lexicon of a language itself

Question 17

Lexical Ambiguity

Answer 17

a situation in which a word has two or more meanings ex. bat (animal) bat (used for baseball)

Question 18

Discourse

Answer 18

a broad term used to refer to both spoken and written language

Question 19

Syntax

Answer 19

rules that govern the ways in which words combine to form phrases, clauses, and sentences

Question 20

Phrase

Answer 20

related group of words without both subject and a verb

Question 21

Clause

Answer 21

group of words that does have both a subject and a verb, can be either

Question 22

Dependent Clause

Answer 22

do not express a express a complete thought

Question 23

Independent Clause

Answer 23

the same as a complete sentence

Question 24

Sentence

Answer 24

group of words with both a subject and a verb that express a complete thought

Question 25

Syntactical Ambiguity

Answer 25

a situation where a sentence may be interpreted in more than one way due to ambiguous sentence structure

Question 26

Pragmatics

Answer 26

study of how language is used and of the effect of context on language

Question 27

Dialect

Answer 27

a variation on a language's usage that signals what region a person is from, or sometimes in relation to a person's social background or occupation

Question 28

Frozen / Static

Answer 28

printed or unchanging spoken language

Question 29

Formal

Answer 29

technical language, courtesy considered important, many understood rules for how to phrase language

Question 30

Consultative

Answer 30

participation is back and forth with background information provided; interruptions allowed

Question 31

Casual

Answer 31

back and forth between familiar people, conversations with no background information needed, slang and interruptions common

Question 32

Intimate

Answer 32

private, body language and intonation often more important than the verbal message

Question 33

Basic Interpersonal Communication Skills (BICS)

Answer 33

language skills needed in social situations

Question 34

Cognitive Academic Language Proficiency (CALP)

Answer 34

formal academic learning

Question 35

Parts of speech

Answer 35

a category to which a word is assigned in accordance with its syntactic functions

Question 36

Punctuation

Answer 36

marks used in writing to separate sentences and their elements and to clarify meaning

Question 37

Discourse patterns

Answer 37

Discourse patterns

Question 38

Acquisition-Learning Hypothesis

Answer 38

asserts there are two ways in which communication in a second language develops: language acquisition and language learning

Question 39

Monitor Hypothesis

Answer 39

Learners acquire grammatical structures in a natural order, but conscious language rules are not developed until later

Question 40

Natural Order

Answer 40

Learners acquire the rules of language in a predictable sequence

Question 41

Comprehensible Input

Answer 41

Learners will best acquire language when given appropriate input

Question 42

Affective Filter

Answer 42

Learners require an environment where they feel safe to take risks necessary to learn the language

Question 43

Language Proficiency Assessment Committee (LPAC)

Answer 43

Responsible for identifying English learners based on the required state-approved identification assessment and recommending program placement, based on state bilingual and ESL program requirements

Question 44

Admission Review and Dismissal (ARD)

Answer 44

This committee determines identification, placement, and exit of special education students

Question 45

1923 Meyer v. Nebraska

Answer 45

Nebraska passed a law which prohibited schools from teaching children any language other than English, This case is significant in that it upholds the 14th Amendment as providing legal protection for language minorities

Question 46

1954 Brown v. Board of Education

Answer 46

The Supreme Court unanimously reversed Plessy v. Ferguson after 58 years in Brown v. Board of Education, , the ruling emphasized the responsibility of states to create equal educational opportunities for all, effectively paving the way for future policy on ESL and bilingual education

Question 47

1974 Lau v. Nichols

Answer 47

U.S. Supreme Court guaranteed children an opportunity to a meaningful education regardless of their language background, Office of Civil Rights (OCR) interpreted the court's decision as effectively requiring bilingual education unless a school district could prove that another approach would be equally or more effective

Question 48

1981 Castañeda v. Pickard

Answer 48

he court decision established a three-part assessment for determining how programs for English learners would be held responsible for meeting the requirements of the Equal Educational Opportunities Act of 1974 (EEOA)

Question 49

1982 Plyler v. Doe

Answer 49

undocumented immigrants and their children are afforded Fourteenth Amendment protections

Question 50

1964 Civil Rights Act

Answer 50

established that public schools, which receive federal funds, could not discriminate against English learners

Question 51

1968 Bilingual Education Act

Answer 51

Provides funds for schools to develop bilingual and cultural heritage programs for non-English speaking children

Question 52

No Child Left Behind Act (2002)

Answer 52

States must adopt education accountability standards States must annually test students Sanctions against schools that fail to meet adequate yearly progress

Question 53

2015: Every Student Succeeds Act (ESSA)

Answer 53

replaces NCLB; requires that all students be taught to same standards; increases access to preschool and early intervention; increases support and sanctions for lowest performing schools

Question 54

ESL Content-Based Program

Answer 54

English acquisition program that serves students identified as English learners through English instruction by a teacher appropriately certified in ESL through English language arts and reading, mathematics, science, and social studies

Question 55

ESL Pull-Out Program

Answer 55

Most expensive and least effective, Students are pulled out of their classes for one or two periods per day to receive English instruction

Question 56

Transitional Bilingual Early Exit

Answer 56

~ serves students with limited English proficiency in both English and Spanish ~ transfers students to English only instruction no earlier than 2 or later than 5 years after the student enrolls in school

Question 57

Transitional Bilingual/Late Exit

Answer 57

~ serves students with LEP in both English & Spanish ~ it transfers students to English only instruction no earlier than 6 or later than 7 years after enrollment

Question 58

Bilingual Dual Language Immersion/One way

Answer 58

A bilingual/biliteracy program model in which students identified as English learners are served in both English and another language 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

Question 59

Bilingual Dual Language Immersion/Two Way

Answer 59

A bilingual/biliteracy program model in which students identified as English learners are integrated with students proficient in English and are served in both English and another language 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