ESL Supplemental Flashcards

Question

Communicative Competence- | Socio-Linguistic

Answer 1

Nonverbal behaviors Cultural references (idioms, expressions) Social rules of language

Answer 2

Patterns of organization Cohesive and transitional devices

Answer 3

Link grammatical subject to adjective Ex: Dinner tastes as great as it looks.

Answer 4

Have a noun attached to them and can stand alone Ex: Jesus wept.

Answer 5

Describe a state of being rather than an action Ex: I have a car.

Answer 6

Used with other verbs to express necessity or possibility Ex: He will come.

Answer 7

``` Reading Writing Listening Speaking Or ELPS ``` Use of culturally relevant materials Research/connect familiar or related topics Cooperative group (paired, shared reading, read alouds, small groups) Pre-reading exercises, including vocabulary development

Answer 8

Separate Underlying Proficiency If skills from one language do not transfer to learning another, then they are SUP skills and will not help when learning a second language.

Answer 9

Common Underlying Proficiency (CALP) Cognitive Academic Language Proficiency If skills from one language transfer to learning another, then CUP skills will help.

Answer 10

BICS (Basic Interpersonal Communication Skills) ie. social conversation with gestures or story telling with props Vs Cognitively Demanding Language CALP (Cognitive Academic Language Proficiency) ie. math lessons with manipulatives or geography lessons with maps Context reduced language BICS (1-3years) Social phone call or note left on fridge CALP (5-7years) Social studies lecture or multiple choice test

Answer 11

BICS- (Basic Interpersonal Communication Skills) For social purpose (oral and aural skills) Context-embedded Context-reduced -social conversation with gestures or story telling with props -choosing from options -survival language (what does that mean) -nonverbal communication (pointing) Understanding written directions or simple written text BICS (1-2 years to understand) Social phone call or note left on fridge

Answer 12

CALP Cognitively Demanding Cognitively Undemanding CALP (Cognitive Academic Language Proficiency) Communication in academic situations ie. math lessons with manipulatives or geography lessons with maps - writing an essay or report - listening to news - reading textbooks CALP (5-7years to develop) Social studies lecture or multiple choice test

Answer 13

Hypothesized on the primary importance on the comprehensible input (CI) that LLs are exposed to. Understanding spoken and written language input is seen as the only mechanism that results in the increase of underlying linguistic competence. Learning is seen to be heavily dependent on the mood of the learner, with learning being impaired if the learner is under stress or does not want to learn the language, known as affective filter

Answer 14

Quadrant 1: context embedded (many context clues) and cognitively undemanding (easy) Survival vocabulary Quadrant 2: context reduced (few context clues) and cognitively undemanding (easy) Reading and writing for personal purposes Quadrant 3: context embedded (many context clues) and cognitively demanding (hard) Doing a hands-on science experiment Quadrant 4: context reduced (few context clues) and cognitively demanding (hard) Writing reports and essays

Answer 15

Learning is seen to be heavily dependent on the mood of the learner, with learning being impaired if the learner is under stress or does not want to learn the language

Answer 16

Focused on internal influences Cognitivist Theory- Relationship between cognitive development and language skills. He defined schemas as the basic building blocks of cognitive models to enable us to form a mental representation of the world. The student must be exposed primarily to input that can be handled without difficulty. The input must be at the student’s actual level of development Four stages of cognitive development

Answer 17

Sensorimotor Gather infor about the world with eyes sight taste smell hearing and touch They are active with moving They realize object permanence

Answer 18

Preoperational Pretend play Can use symbols to represent things Learn to talk and that words represent things like a symbol Very egotistic (they don’t understand other people have perspectives)

Answer 19

Concrete operational Learn of conservation: water amount in different shapes of glasses Can reason about mathematics

Answer 20

Formal operational Abstract concepts and reason our consequences for actions and moral reasoning

Answer 21

Cognitive Metacognitive Socioaffective

Answer 22

Sociocultural development Social interaction between children and growth development and with those around them and cognition- continues development starts with birth and ends with death Elementary mental functions - attention - sensation - perception - memory focused on external influences Involved a tutor or a model of behavior MKO- More Knowledgeable Other This interaction makes higher mental functions With learner in the (ZPD) Zone of Proximal Development -demonstrate solving problem and observe if student can imitate -begin solving problem and ask learner to complete solution -ask student to cooperate with more developed children in solving the problem Higher mental functions -independent learning and thinking

Answer 23

Information manipulation Putting it into an order or some way to remember Classification Placing it in groups or types of things Linking to background info To build on previous knowledge Summarizing Put it into your own words in that second language

Answer 24

How to use strategies -able to decide which strategy to use for certain situations Deciding how to attack a task awareness of one’s abilities -knowing your strength and weaknesses Self-monitoring Self-assessment Self-management of learning

Answer 25

Cooperating with others Collaborative efforts Positive reinforcement Encouraging others

Answer 26

Code-switching Translation Use L1 to learn L2

Answer 27

Cognitive Academic Language Learning Approach You teach CALP not BCIS ``` Techniques: Teach content by activating schemata and by providing experiences in meaningful contexts -content Instruction -English language instruction -learning strategy Instruction ``` Designed by O’Malley & Chamot in 1990

Answer 28

Teacher Responsibility: 1. Preparation- objectives, background, vocabulary, fun 2. Presentation- multimodal, discuss, explain, model 3. Practice- prompt use of strategies, give feedback, hands-on 4. Evaluation- assess strategies 5. Expansion- support transfer, apply

Answer 29

Student Responsibility: 1. Attend 2. Participate 3. Apply/assess strategies- with guidance 4. Establish independent 5. Transfer strategies

Answer 30

ID content and language objectives Specialized readings/writings/presentations Use manageable tasks

Answer 31

All students are non-native speakers of English receiving instruction from a content teacher SDAIE SIOP

Answer 32

Sheltered English Specially Designed Academic Instruction in English -provides support to ELLs in English speaking classes

Answer 33

Pre-learning -provide common experience -activate schemata by reading listening talking or writing about something 1/4 time Intensive-learning -provide new material -students practice 1/2 time Post learning - debriefing students reflect on new material - expand the reactive using diff language modality - 1/4 time

Answer 34

Directed school districts to help (LEP) limited english proficient students develop language proficiency in order to meaningfully participate in the regular curriculum

Answer 35

Roughly 1,800 Chinese students in San Francisco school district lacked basic English skills and were denied access to fair and appropriate school instruction. Result: School districts can not deny the education of children who have limited English or no English skills.

Answer 36

Result: schools must provide adequate and appropriate instruction that meets 3 criteria- - the program must be made on accepted educational theory - the program must provide adequate resources and personnel - the program must be evaluated and adequately monitored to ensure any necessary modifications

Answer 37

Result: any alien, even if illegal, are recognized as persons and as people they are guaranteed due process under the 5th and 14th amendments of the US. Meaning: schools and education officials cannon act as agents of Customs and Border Patrol and they cannot dent enrollment to these students since the schools receive federal funding.

Answer 38

``` It held school districts responsible for the education of ALL of their children. - special needs - ELLs - accommodations - modifications Every student’s education must be upheld ```

Answer 39

Switching between multiple languages in a single situation or single conversation or in a single sentence

Answer 40

Language Acquisition Device can organize language into categories Verb, noun, adjective, sentences, clauses, phrases, words, morphology

Answer 41

(English Language Proficiency Standards) Include instructions school districts must provide to give ELLs full opportunity to learn English and succeed academically

Answer 42

Content objective: The TEKS The What The Content Language Objective: The ELPS The How The Language

Answer 43

Who, whom, whose, which, and that

Answer 44

Myself, yourself, himself, herself, oneself, itself, ourselves, yourselves, and themselves

Answer 45

Helping verbs that helps the main verb. I “am” studying. I “will” pass the test. I “should” study more. I “have to” pass.

Answer 46

Nativist theory Language acquisition depends upon an innate biological brain. Mechanism called Language Acquisition Device (LAD) Developed idea of Universal Grammar (nouns, verbs) Assumes children are born with the ability to acquire language

Answer 47

Suggests language is acquire through external stimuli ( External stimulus Internal response

Answer 48

Language Proficiency Assessment Committee

ESL Supplemental Flashcards

(72 cards)