ESOL Praxis Flashcards

Question

Bound morphemes

Answer 1

must be attached to other morphemes in order to make sense. Bound morphemes cannot stand on their own and do not have content meaning, but do, however, hold functional meaning. Affixes are examples of bound morphemes and include suffixes and prefixes.

Answer 2

An inflectional affix does not change the meaning of the word. It simply gives us a new form of the same word. For instance, adding "-ing" to "jump" merely denotes the action (to jump) as being in the continuous tense. Adding "-fy" to "horror" merely denotes a change in form of the stem word, from noun to verb.

Answer 3

can stand freely as individual words or lexemes, and have content meaning of their own.

Answer 4

refer to words that have meaning by themselves and include adjectives, nouns, and verbs. Lexical morphemes are content words that refer to the real world. "Dog", "house", "bitter" and "sweet" are all lexical morphemes.

Answer 5

serve a grammatical purpose and explain the relationship between words in a language. These include pronouns, conjunctions, articles, prepositions, and demonstratives. For instance, in the sentence, "she walks through the park to get to the store every evening," the words "she", "through", "the", "to" and "every" are functional morphemes that indicate the relationship between the lexical morphemes "walks", "park", "store", "evening".

Answer 6

a bound morpheme, being a word unit that does not have content meaning in itself, but has functional meaning. The suffix and the prefix are examples of affixes.

Answer 7

The words that a writer chooses for their work

Answer 8

how meaning is constructed and communicated in written or spoken language

Answer 9

formal, lexical, and conceptual

Answer 10

the study of the relationship between words and meaning from a philosophical or even mathematical standpoint. This branch of semantics is concerned with the truth of utterances and how that truth is determined.

Answer 11

the study of the meaning of individual words in context

Answer 12

all about the literal/dictionary definition of a word

Answer 13

In linguistics, a word that represents a concept

Answer 14

You may have seen idioms described as common figurative phrases or sayings. That's not what idioms are on the GMAT. An idiom is a grammatical construction in English that doesn't have a specific rule to follow. It's simply the way we talk. These questions will involve grammar issues such as correct preposition usage, correlatives, and the forms of comparisons.

Answer 15

predictable combination of words' for example we can say heavy rain but not strong rain because it does not sound right' likewise, we can say 'do exercise' but not 'make exercise'.

Answer 16

Meaning is shaped by contextual factors, such as the situation in which a sentence is used or the social rules that tell us how we should use language.

Answer 17

the mistakes made by the speakers in the communication, which doesn't perform the complete communicative task. It is not called errors, because this kind of failure doesn't come from the grammar of the language. ex: if an apology is interpreted as an excuse

Answer 18

the study of culture, including social and speech patterns and variation within a culture

Answer 19

the dialect of a particular social class.

Answer 20

variations in how various regional groups or social groups speak a language. Different dialects may vary in their grammar, vocabulary, and pronunciation of the same language. Don't think of dialects as something 'other people' speak. We each speak a certain dialect with distinct patterns and features.

Answer 21

relates to how a person uses the language based on particular settings or context. For example, you likely write differently than you speak English. This is a change in register. Unlike dialect, which is slow to change, register can shift in an instant. One minute, you're chatting with a coworker about a favorite TV show, and the next minute you're writing up a formal statement.

Answer 22

the capacity to utilize language in a grammatically correct way in different and appropriate social settings. The model of communicative competence deals with the functional parts of communication. It similarly deals with the correct use of the linguistic system. When both sides are balanced, language fluency comes into play. Simply put, communicative competence refers to how effectively one can communicate with someone else.

Answer 23

the rules that control appropriate language. This includes using terms of politeness and formality when required and understanding that one does not speak the same in all situations. includes knowing what setting to be formal in and what setting is appropriate for informal language.

Answer 24

the knowledge of what cohesive devices and patterns of organization are used to connect sentences. This relates to the way words are organized, what phrases are used, and how sentences are created. It produces conversations, messages, literature, and articles that are easy to comprehend. One generally has discourse competence if one can write, read, speak, and listen to information of varying types.

Answer 25

strives for the fluency and efficacy of communication by overcoming the language gap. This is in regard to audience and purpose. An example of this would be asking for clarification on a term one does not understand.

Answer 26

language learners thrive best when placed in meaningful situations that involve true communication

Answer 27

Basic Interpersonal Communication Skills (BICS)- social language

Answer 28

Cognitive/Academic Language Proficiency- academic language

Answer 29

basic, single-meaning words that usually do not require direct instruction. Children acquire Tier 1 vocabulary words in the context of their daily lives. Social language is characterized by the use of Tier 1 vocabulary. Sight words, nouns, verbs, adjectives, and basic reading vocabulary occur at this level. Examples: table, boy, apple, house, book, dog

Answer 30

more complex words which can be found over numerous content domains. They are used frequently enough to be recognized by native speakers but may need to be taught explicitly, as they may have irregular phonetic or grammar rules. They are not specialized enough to be unique to specific contexts as in the case of Tier 3 words, but they may be difficult to read or need to be sought in a dictionary or applied to a specific context to achieve full understanding. Examples: inevitable, complex, evaluate, cite

Answer 31

low frequency and highly specialized words, specific to certain domains or disciplines. Tier 3 words need specific instruction. Examples: metamorphic, electrolyte, cumulus

Answer 32

when language learners switch back and forth between two or more languages within a single sentence or conversation.

Answer 33

the practice of using teaching aids, like visuals, adapted content, and other strategies, to make language more understandable for second language learners

Answer 34

explicitly pre-teach vocabulary prior to reading the text. Next, present reading material in a variety of ways to give ELL students options for what works best for them. For example, look for bilingual versions of the text so students have native language support. Find graphic novel adaptations that reinforce the text with visuals. Read aloud to students or allow them to listen to an audio book as they follow along. Allowing students to read in pairs or small groups can also help, depending on student proficiency levels. Provide students with graphic organizers and thinking maps, and explicitly teach them how to use them to enhance comprehension. Highlight key vocabulary and concepts in the text, and make marginal notes to draw students' attention to the most important points

Answer 35

Speaking too quickly and using advanced vocabulary will ensure that the content will fly right over ELL students' heads. You don't necessarily have to speak in slow motion, either. Find a natural pace that gives all students a chance to follow along, and make sure to enunciate clearly. You don't want ELL students just sitting in the classroom pretending to understand what is going on. One approach to providing comprehensible input during instruction is known as total physical response, or TPR. Using this approach, the teacher combines words and movement to make language more meaningful. For example, the teacher might start by directing students to pick up a pencil while modeling this very action. Next, the teacher might say, 'Put down the pencil.' At first, ELL students might not understand these verbal directions, but over time, after watching other students, they begin to associate the verbal input with the actions themselves. This helps them to acquire new vocabulary. A variation on this approach is the game Simon Says, in which students only perform actions that are preceded by the words 'Simon Says.'

Answer 36

Sentence starters and word banks should be used for all writing instruction as scaffolding support until students are able to produce language independently. Sentence starters model the correct language and structure of a student's writing, allowing them to focus on the delivery of their response. For example, let's say your Spanish instructor at the community college wants you to write a response, en Español, to the question, 'How do you feel today, and why do you feel this way?' She hands out a paper with a list of adjectives that might describe feelings and emotions, as well as sentence starters like 'I feel _____ because _____.' The addition of these supports will make the assignment much easier for you than if the instructor had simply told you the directions and said, 'Go!'

Answer 37

similarities in languages (ex: cognates) makes it easy to learn a second language

Answer 38

aka: interference; when the language rules of the two languages don't exactly align, you get weird sentence constructions

Answer 39

inhibition attitudes anxiety self-esteem

Answer 40

Students who have high levels of inhibition often choose not to participate. Inhibition is the mechanism a person uses to protect themselves from exposure to others. Inhibited students usually feel vulnerable or even less capable than their peers. Thus, inhibition has a negative impact on performance but not necessarily on learning.

Answer 41

Lowering Students' Affective Filters Providing Supportive and Constructive Feedback Valuing Students' Background Promoting Linguistic Risk-Taking

Answer 42

encouraging communication

Answer 43

Teachers can positively influence second language acquisition students by valuing their diverse cultural and language backgrounds. For instance, when students have to write a composition on a holiday they love, Fernanda tells her teacher she wants to write about Día de los Muertos, which she used to celebrate back in Mexico. While the teacher was initially thinking of US holidays, she sees the attachment Fernanda has to her culture and thus, encourages to write about it. Also, she encourages Fernanda to include words in Spanish and explain their meaning in English. This way, Fernanda's cultural and language background is validated in the context of an English as a second language class.

Answer 44

a teacher encourages students to communicate in the way they can without having to worry about formal language conventions. For example, when Fernanda says, ''I don't know the word for the thing I ate yesterday,'' her teacher asks what the food looked like. The student says, ''it was a sausage covered with bread in a wood thing like a pencil.'' The teacher goes along and says she perfectly understands that Fernanda ate a corn dog on a stick. The teacher even tells Fernanda how to make one at home. This supportive environment encourages students to take risks in using the language they can produce without having to worry about grammar, vocabulary accuracy, or even pronunciation.

Answer 45

Pro- allows students to make connections and ID root words, grammar is explicitly taught, relieves anxiety Con- students learn how the language quicker when they are not allowed to use the native language. They refine grammar as they go, similar to how babies learn a language

Answer 46

standalone morpheme aka: free morpheme

Answer 47

Word Sorts Word Hunts- Students can look through newspapers and magazines for words that they can add to their word sorts. Alphabetizing Cognates Typing Practice

Answer 48

metacognitive (thinking about thinking)- making sense of skills used in reading and writing At its foundation is the assertion that language is whole and that learning complete words rather than their constituent parts is paramount. WLA prioritizes teaching children to read whole words and make sense of their reading using their previous life experiences. The connections among words are valued over the letter sounds within those words. Learners practice memorizing sight words best guess spelling, also called approximated spelling

Answer 49

a method of learning to read that values the learning of the letters and their sounds. Phonics instruction is generally systematic and sequential rather than being tied to real life contexts. The objective is to master the sound symbol connections as well as letter sound usage. It is a very explicit approach to early literacy instruction where learners focus on the small, constituent components of words to develop their decoding skills. Students learn to sound out words and to put sounds together using blends.

Answer 50

LEA requires active participation from teachers and students in order to work. Natural language acquisition occurs in every person at a young age when they learn their native language. First, they listen. Slowly, as they learn to match certain sounds to certain objects and situations, they repeat the sound until they can string together more and more sounds to express more complex ideas. The process of language acquisition is incredibly complex, yet that language and its use become so natural that most people never consider it until they try to learn an additional language later in life. A teacher needs to engage in a conversation with students while encouraging participation by everyone involved, providing constructive criticism, and otherwise maintaining the student's motivation. The teacher must provide hands-on activities for students. Either the teacher or the student can write the texts for LEA. If the teacher writes a text, it is typically to model what they want the students to do. The teacher might create the text independently and show it to students so they can analyze it, or the teacher might create the text with suggestions and feedback from students. Either way, the process should involve both parties participating in some manner. LEA should never be just a teacher speaking to students. Students need to be involved for the process to work. Reading the text is an important part of LEA. However the text was generated, students should read it out loud to better connect the spoken and written word. If students created the text with minimal input from the teacher, reading it out loud will help them hear their own voice and perhaps better understand how it sounds. Can be individual or group task.

Answer 51

The danger that his students might not enjoy reading makes Lyle nervous. He's not sure that he wants to use explicit instruction if it means that his students won't enjoy it, but what else is there? The teacher next door to Lyle believes in implicit phonics instruction, which, she explains, involves teaching children phonics through exposure to language, instead of through teaching explicit rules. Let's go back to Lyle's lesson. He wants to teach that 'a-consonant-e' makes a long 'a' sound. In implicit phonics instruction, instead of telling his students the rule, he might present them with a long list of 'a-consonant-e' words, and then ask what they notice about the words. He could also read them a book or a poem with lots of 'a-consonant-e' words, and then let them draw their own conclusions. Implicit instruction is all done without giving children the language rule, but instead exposing them to language and letting them draw their own conclusions.

Answer 52

reading instruction approach where students are exposed to authentic literature in the classroom, rather than a phonics approach or a vocabulary-based approach. The focus of literature-based instruction is specific literature that is deemed quality and authentic. Reading through exposure to literature is called literature-based instruction. Literature-based instruction requires different genres that are appropriate for each student's instructional and emotional level. In this type of teaching, the teacher's role is to supervise the literature choices and assist students in finding literature that is challenging, but not too difficult. The teacher's aim in literature-based instruction should be to facilitate understanding and growth in key reading skills such as comprehension, phonetic awareness, vocabulary, and parts of the book. Types: self-selected whole-class reading groups integrated (combination of the above)

Answer 53

Oral language skills- it: 1) develops vocabulary 2) communicates specific meanings, this makes it easier to understand the meanings within written text 3) teaches culture 4) builds comfort with communication

Answer 54

Exposure Socioeconomic status- wealthy people have more experiences they can discuss Parent education levels

Answer 55

L1- 1st language L2- 2nd language

Answer 56

Preproduction (silent stage) Early production Speech emergence Intermediate fluency Advanced fluency

Answer 57

1st stage of L2 development lots of use of hand gestures to communicate, understanding is limited lasts 6 mos

Answer 58

2nd stage of L2 development (between preproduction and speech emergence) limited comprehension, able to utter 1-2 words, use of present tense lasts 6 mos-1 year

Answer 59

3rd phase of L2 development Lasts 1-3 years comprehend more, use small sentences to communicate, grammar errors and pronunciation errors common

Answer 60

3rd through 5th years of L2 development good comprehension and oral language use, writing errors still common

Answer 61

language transfer- students often transfer language rules from L1 to L2 If a student has a fully developed L1, they can learn L2 more easily This can help or hinder, depending (called interference if it hinders)

Answer 62

Language transfer can help or hinder Sometimes, ELs can depend on others to help them with the language, and this can slow their learning Many ELs learn a new culture at the same time they are learning a new language phonemic awareness- students have to retrain their ears phonics- if the L2 alphabet looks or sounds different from L1

Answer 63

ability to hear and distinguish sounds in spoken language

Answer 64

understanding the relationship between sounds and written letters or symbols

Answer 65

repeated readings, instructor modeling Second language learners need exposure to words and sentences in context in order to build fluency skills.

Answer 66

Comprehension follows vocabulary development effective engagement and interaction intentional repeated exposure to words and context

Answer 67

INTERNAL age- children old enough to have a good grasp on L1 find it easier to learn L2; however, older children and adults struggle more with pronunciation and intonation personality- shy/introverted takes longer (fewer exposures) intrinsic motivation EXTERNAL curriculum/instruction- direct support and instruction extrinsic motivation- praise SOCIOPOLITICAL social class- lower SES less successful due to lack of resources and experiences social perceptions- negative feelings make it harder to learn social advancement- bilingualism helps with employment opportunities

Answer 68

Phonemic Awareness phonics Reading Fluency Vocabulary Comprehension (listening and reading)

Answer 69

the ability to hear and distinguish sounds in spoken language.

Answer 70

understanding the relationship between sounds and written letters or symbols.

Answer 71

repeated readings and instructor modeling. Second language learners need exposure to words and sentences in context in order to build fluency skills.

Answer 72

intentional and explicit exposure to words and their meanings. Repetition, encouragement, and frequent interaction with words is also important.

Answer 73

second language vocabulary and, like vocabulary, will require effective engagement and interaction as well as intentional exposure to words in context.

Answer 74

Once a person has mastered his first language, the ability to transfer skills from that language to another can be almost flawless. This is known as language transfer. When phonics, fluency, phonemic awareness, etc., are fully developed in L1, a student will have more of an understanding as to how apply similar concepts and skills in learning a second language. This will be true if the process of learning L2 follows the same pattern as was followed in the development of L1. Cognates, for example, are words or phrases that share similarities from one language to the next.

Answer 75

Once a person is fluent in a first language, it may become difficult to switch gears and learn in an entirely new language. When language transfer gets confused and a learner cannot distinguish between elements of L1 and L2, it's seen as an interference of L1 on L2 development. In most cases, negative influence only becomes an issue, however, when perfection of the second language is expected and errors in pronunciation and understanding aren't accepted.

Answer 76

visual aides provide background info prior to reading Simplify vocab meanings allow use of a dictionary develop language objectives in addition to content objectives engage in think-alouds- teacher makes their thinking visible

Answer 77

relies on heavy translation and memorization through repetition, and lessons are taught almost completely in the students' primary language. Grammar is of the utmost importance, and text translation aids grammatical comprehension. Though this method does little to improve students' ability to speak in their new (or target) language, they often gain a great understanding of its rules of grammar and spelling.

Answer 78

students and teachers speak in only the target language. Any reference to words in the students' first language or speaking at all in the primary language is highly discouraged. Instead, students learn new words through explanations in their target language. While learning grammar is important in the Direct Method, it's not emphasized or corrected in the middle of conversation. Because the focus is on speaking, the student feels comfortable speaking the language and gets a feel for the flow of conversation in their target language. Correct pronunciation in order to be understood when speaking is of high importance in this approach.

Answer 79

teaches students a language through listening to and understanding various conversations conducted in the target language. Students first listen to a recorded dialogue and then dissect the conversation in order to understand exactly what was said and the grammar rules that were used during the conversation. Instruction in this method is often done in both languages, though the teacher usually uses the primary language to correct any errors made by the students.

Answer 80

designed so that the students learn the basics of a language and make associations based solely on their target language. The method gets its name through the actions of the teacher. The teacher remains completely silent, while students call out the motions or actions the teacher is performing, all in their target language. Variations of this method involve games and various tools. For example, teachers often place the phonetic spellings of words and syllables on a large board and point to them in order to encourage proper pronunciation and association. Rods, sticks, and other props further allow the teacher to perform or symbolize complex tasks that students must identify in their target language. Though complicated, the method is a great way to make students active participants in the language-learning process.

Answer 81

students are completely immersed in their target language. Not only this, but they are also expected to speak and learn in their target language everywhere

Answer 82

Total Physical Response method suggests that the right hemisphere of the brain, which is responsible for motor skills, imagination, and listening skills, among many others, be engaged before the left hemisphere that is responsible for language learning. One of the greatest benefits of TPR is stress reduction. In fact, Dr. James Asher calls it the stress-free method. That's because the students are not expected to speak. Hence, there is no pressure at all. The silent period is greatly encouraged because it is here that the learner is building their own understanding of the language. It also makes the process extremely enjoyable. This also puts the focus on listening. The learner has to constantly listen to the teacher who'd be modeling the pronunciation of the words or vocabulary items. This enhances their listening capabilities and there's a surge in these skills over a period of time. With no focus on speaking and a lot on mimicking what the teacher does and repeating what the teacher speaks, the learner gradually gains confidence in constructing their own language skills. This also makes the process very gratifying, both for the teacher and surely the learner.

Answer 83

vocab verbs imperatives/instructions storytelling classroom language

Answer 84

shifts the focus away from language learning and teaching to acquiring a second language the same way that people acquired their first language, or mother tongue. Our parents talk to us from the moment we're born, and eventually we start to take the words we have heard and put them together to form sentences. Naturally, we make mistakes, but our parents are usually able to understand and don't overwhelm us with corrections. Why can't we learn a second language the same way we learned our first language, which didn't take place in a classroom? That's the idea behind the natural approach.

Answer 85

teachers need to make sure that they use language that their students can understand. This means being aware of their students' level of English when planning teacher talk time, including instructions, questions, and explanations. Teachers need to use simple sentences without complicated grammar or vocabulary when speaking to their students. visual aides not push students to produce language until they're ready when students do start to produce language, teachers should be careful not to correct their grammar. In the natural approach, the focus is on comprehensible output, or language production, and not on accurate language use.

Answer 86

Stephen Krashen, you can only acquire a language if you are constantly exposed to comprehensible and meaningful input, or language in spoken or written form that you can understand. No comprehension means no language acquisition and no language production.

Answer 87

focuses on teaching *content*, while language instruction is implicit. For example, Rupa could focus on a topic, such as ancient Egypt or nature and the environment. Her students would learn about past tense verbs through exposure to text related to the topic they are studying

Answer 88

focuses on *language* instruction and not on content Studies have shown that students who are exposed to ELD methods find English easier to produce and understand than students who are not taught with ELD. They are more able to read and write as well as have better listening and speaking skills. In addition, ELD provides accelerated growth. Studies have shown that students who are taught using ELD become more fluent more quickly than those who are taught using Sheltered Instruction or another implicit method. Finally, ELD offers structure and guidance for both teachers and students.

Answer 89

provided federal funding to encourage school districts to try a variety of approaches to educate students while incorporating their native language into traditional instruction.

Answer 90

full immersion model, teaching generally takes place entirely in English, dual-immersion model where the student group is taught in two languages. ESL model may be used in conjunction with the immersion model, or it can entail students being 'pulled out' of some classes in order to receive ESL instruction. transitional model is for students to achieve full academic language proficiency so they can transition to a mainstream classroom within a few years. In the transitional model, English instruction is often combined with instruction in the native language. Depending on the stage of language development, this model typically aims for students to achieve enough English proficiency to transition into an all-English classroom between two and six years. maintenance model has the goal to preserve and increase students' skills in their native language while they acquire a second language. It attempts to build upon native language skills while at the same time incorporating English instruction. Maintenance bilingual education aims to continue students' development in both languages - English and their native tongue.

Answer 91

students of two language groups are in the same classroom

Answer 92

there is only one language group of students

Answer 93

focus on developing the second language skills of students who speak the dominant language. For example, English speakers learning Spanish would be taught mostly or entirely in Spanish.

Answer 94

Another sub-model of ESL provides students with what's considered an ESL sheltered model, where content areas are combined and instruction in English is provided in a manner more accessible for the English language learner than what would be presented to students for whom English is their first language.

Answer 95

The point of this strategy is making content comprehensible for English learners. The goal of the SIOP model is to develop a curriculum that works for ELLs without watering down the lesson content, thereby creating a more effective and potentially bilingual classroom setting that can work for native English speakers and ELLs. The term ''sheltered'' in this context can be slightly confusing. The original meaning of the term was education for ELLs that took place in a different classroom from native English learners, thereby ''sheltering'' ELLs. Today, however, sheltered learning just refers to any ELL education that is structured based on students' English proficiency levels.

Answer 96

1. Lesson Preparation: Lessons must focus on both content and linguistic goals to ensure that all students can participate. 2. Building Background: Lessons should build on students' prior academic and cultural experiences to allow them to more easily engage. 3. Comprehensible Input: For ELLs, the level of language used is of the utmost importance, as students will be focusing on linguistic learning at the same time as content learning. 4. Strategies: Strategies are the actual methods that teachers use when presenting lessons. Scaffolding techniques and a variety of teaching materials can help teachers create engaging lessons. 5. Interaction: Because it is important for learners to practice their English during SIOP lessons, it is essential for teachers to build in student interactions whenever possible. 6. Practice and Application: Teachers need to give their students multiple opportunities to practice what they have just learned and to apply it in a hands-on way. Lessons should include activities for this purpose. 7. Lesson Delivery: The lesson delivery is the extent to which the lesson was actually well-received by students and to what extent they understood the language and content as presented by the instructor. 8. Review and Assessment: These steps allow teachers to check with students about what they understood and where they need extra help. Review and assessment help set the stage for future learning.

Answer 97

KWL Picture file cards with pics and info Read-aloud with pictures

Answer 98

Concept charts

Answer 99

think pair share cooperative learning strategies jigsaw

Answer 100

leveled readers character diaries wordless books text to speech speed writing

Answer 101

ESL teacher working inside her students' regular education classroom to provide instruction. Proponents of the push-in method of instruction claim that keeping ESL students in the mainstream classroom instead of pulling them out helps them feel like a part of their learning community. Could be: -collaborative teaching -small group instruction

Answer 102

More individualized support A low-risk setting The ability for teachers to closely assess student progress Flexible grouping opportunities for enhanced student support

Answer 103

alternative teaching, the classroom teacher assumes responsibility for the majority of the class, while the ESL teacher works with a smaller group of English learners. supportive teaching, one teacher is considered the 'lead' teacher in charge of instructing the entire class. The other teacher acts as an assistant and circulates the room to offer support to students. In an ESL classroom, the teacher providing support may work primarily with ensuring ESL students understand all that is being taught. Parallel teaching occurs when both teachers are teaching the same content or engaging in the same learning activity, but the class is split into two groups. Team teaching occurs when both teachers instruct all students simultaneously using the same content. There is no 'lead teacher' in this model. Both teachers assume responsibility for all students. This may be a practical approach for classrooms with a majority of students who are English learners.

Answer 104

students listen and absorb information through talk

Answer 105

objects from everyday life

Answer 106

Adjusting to the Classroom Building Language Awareness Bridging to Reading and Writing

Answer 107

specific techniques: chunking, activating background knowledge, modeling information, and guided practice

Answer 108

Students with interrupted formal education (SIFEs) are newcomers who have not had continuity in education in their native country due to various factors 1. Involve SIFEs in All ELL Activities 2. Ensure SIFEs Learn Grade-Appropriate Content 3. Use Prior Knowledge 4. Ensure Individual and Effective Reading Strategies 5. Focus on Building Literacy 6. Use Hands-on Activities as a Tool for Literacy

Answer 109

sentence frame

Answer 110

underline terms students may not be familiar with Use basic questions to check for comprehension Highlight relevant parts Omit complicated parts Preteach or provide handout for words or phrases student may not know Provide transcripts for videos/audio Pause audio, play back slowly Visuals to accompany words or text

Answer 111

Pronunciation practice Conversation practice Presentation rehearsal Improve listening skills

Answer 112

Listening Comprehension: Students can identify key information and understand the context of the conversations occurring in the video. Speaking Skills: Students can record themselves summarizing something they have read, participating in a debate, or role-playing a situation that allows them to practice formal and informal speech and put these types of speech into context. Vocabulary Development: Ask students to identify unknown words used in a video and use context clues to discover their meaning.

Answer 113

Animate a Story or Reading Passage: Students can work to animate the plot using leveled text, focusing on story elements and text structure. Illustrating Vocabulary: Students can put their unique twist on vocabulary words, making them easier to recall. Animating Figurative Language: Idioms and similes pose particular difficulties for second language learners. Using animated slides can help students build meaning through visual learning.

Answer 114

Texting: Normally prohibited in the classroom, teachers can build student enthusiasm using this technology in a real-life and meaningful way. Students benefit from practicing language skills. Virtual Group Discussions: Using online discussion forums, ESL students can contribute to virtual class discussions, ask questions and practice expressing ideas and opinions in English. Group Projects and Presentations: Peer-to-peer collaboration provides a natural and informal setting ESL students can feel comfortable practicing language skills. Virtual Meetings and Webcams: With advances in virtual tools like virtual meetings and classroom software, ESL students can connect with other students from around the country and even the world.

Answer 115

increased engagement, active participation, and improved learning skills. Interactive technology like online quizzes and educational games can supplement traditional classroom activities. Using these technologies benefits ESL students by allowing them to practice grammar, vocabulary, pronunciation, and comprehension in an interactive and, at times, social manner. Visual multimedia and interactive technology address multiple learning styles and make language acquisition easier. Technology also plays a vital role in aiding teachers. Instant feedback provides help in identifying areas of need and driving the learning process. Teachers can further use technologies to provide feedback to students as well. Using technology, teachers can create dynamic and immersive learning environments that support ESL students. By hooking student interest, teachers provide language students with opportunities to participate in collaborative learning and practice language skills in more real-world situations.

Answer 116

Text-to-speech software Audio recorders can be used to record and play back oral explanations of new material taught in class. Pocket translators Visual aids Speaking and listening programs like SpeechPeek Recorded materials

Answer 117

uses pictures to teach vocabulary. Show students a laminated picture with a lot of details, such as a family having a picnic in the park, or a busy city street with lots of pedestrians. Ask students to name what is in the picture. As they call out the vocabulary, use a dry-erase marker to label the picture. Refer back to the pictures during instruction to help reinforce the vocabulary.

Answer 118

a reading passage with blank lines substituting for some of the words. Students fill in the blanks with appropriate words from a word bank. For example, one sentence in a cloze passage might look like this: 'In the picture, the child with the _____ shirt is eating an apple.' Students would search for the appropriate word, 'red,' from the word bank and write it down on the blank line. This strategy relies on contributions from students with different levels of English proficiency. Therefore, it is a collaborative strategy where students are learning and building language skills with their peers.

Answer 119

Build a Classroom Community encourage mistakes Develop a Structured Routine Ask for Feedback Use Reward Systems Focus on Students' Strong Points

Answer 120

should be given at an appropriate time and should serve to encourage the student Be sure that you are giving the student your undivided attention during the verbal exchange. Try to bookend any negative feedback with positives. . Allow time for the student to ask questions about or comment on the feedback you provided them with. Finally, and perhaps most importantly, give students specific instructions on how to move forward.

Answer 121

provide a student with a specific example from his own work. Show the student something he has written, and point out the errors as well as possible corrections. If you are correcting spoken grammar, wait until the student has finished speaking and then review areas that could be improved.

Answer 122

It's important not to interrupt a student while they're speaking, because they may lose confidence and become apprehensive about speaking in the future. Instead, make notes while the student talks and then review any pronunciation errors at the end. If you find that many students are mispronouncing the same words, go over those words with the entire class. When correcting pronunciation, it's extremely important to encourage the student to continue using the words they're struggling with. There are many common English words that ESL students may have trouble pronouncing, and simply avoiding the use of these words is not a good solution.

Answer 123

Labeling Visual Aids Daily Schedule Modeling, Guided Instruction, and Practice Post Content and Language Objectives Classroom Library

Answer 124

The Home Language Survey Testing and Placement

Answer 125

all the English language skills in reading, writing, speaking, and listening that students must know and do to be able to measure their levels of ability. An example of a language objective would be: "I can label a Venn diagram with the differences and similarities between poetry and prose."

Answer 126

Identify what content should be focused on in the lesson; specifically, the teacher should identify some keywords that students should learn. Find a verb that relates to one or more of the four language domains: listening, reading, writing, and speaking. Link the objective to the educational standards. Add interaction with other students or the teacher.

Answer 127

Beginner: The beginner level measures the achieved level of learners who partially master the standards of their grade level. A beginner may be able to read simple sentences, write basic words, or say the alphabet or simple phrases like greetings. Intermediate: The intermediate level measures the achieved level of learners who meet the standards and competency of the lesson goals of their grade level. An intermediate learner may be able to read and comprehend simple texts in English, write short sentences, or engage in basic conversations about simple topics such as meals. Advanced: The advanced level measures the achieved level of mastery of learners beyond the standards of their grade level. An advanced learner may be able to read more complicated texts in English, write longer, complex sentences, or discuss events, such as on a television show, in detail.

Answer 128

the World-Class Instructional Design & Assessment (WIDA) consortium has developed 5 English Language Development (ELD) Standards to help students understand English in both a social and academic context. The first WIDA standard (Social & Instructional Language) focuses on building communication skills required for basic social and instructional interactions in an English-speaking classroom. After learning the most fundamental components of the English language, students will next be expected to use these skills to acquire knowledge in various subject areas. Standards 2-5 cover the following: #2: The Language of Language Arts #3: The Language of Mathematics #4: The Language of Science #5: The Language of Social Studies

Answer 129

Interpretive: For this category, students are expected to use their language skills for listening, reading, and viewing. Expressive: ELL students must use their language skills to express their thoughts and opinions through writing, speaking, and representing ideas. This domain is highly varied and requires students to write for a number of different situations and audiences. Modes of Communication: Perhaps the most important domain, this component focuses on a student's ability to communicate verbally.

Answer 130

In order to provide examples of what is expected of students, WIDA standards include Model Performance Indicators, also known as MPIs. These indicators are only meant to be examples, not rigidly defined guidelines. Every MPI includes three strands: integrated, expanded, and complementary. The integrated strand demonstrates how units of instruction incorporate all four language domains. The expanded strand shows how characteristics of academic language can be used in all academic settings, including reading classes and content subjects such as math and science. The complementary strand focuses on the application of language learning in all settings both formal and informal. These strands include: The Language of the Humanities The Language of Technology and Engineering The Language of Visual Arts The Language of Music and Performing Arts

Answer 131

the aspect of reading that involves literally reading the words on a page

Answer 132

having students read leveled word lists out of context will provide a great deal of information on students' ability to decode without having to rely on meaning-based cues like pictures or story contexts. Reading nonsense words, composed of plausible letter or syllable combinations, can also be a great way to find out how students are doing on their decoding. there are decoding skills assessments focused particularly on whether students can read unfamiliar polysyllabic words, consonant blends and digraphs, and words with irregular spelling patterns, for example. Once she sees where a student is struggling, she can cater her instruction explicitly to meet this student's needs. part of assessing decoding has to do with testing students' knowledge of age-appropriate sight words, or reading words based on the appearance of the combination of letters and sounds. Yet another decoding assessment involves taking an oral running record in which Mrs. Newhall makes notes about the student's miscues, or oral reading errors. Mrs. Newhall learns that running records are very helpful in determining students' instructional and independent levels.

Answer 133

1. Timed Readings With students where she is concerned about their pacing, Mrs. Newhall chooses assessments that allow her to time both oral and silent reading. She keeps track of how long it takes these students to read a page, and this way she can gauge their improvement over time and give them chances to practice their own pacing. 2. Informal Assessment of Expression For some students, expression is more of a concern than pacing. In these cases, Mrs. Newhall finds informal assessments the most helpful. She takes detailed notes when these students read aloud, attempting to get at exactly what aspect of their reading is causing them to struggle with expression. Mrs. Newhall's notes might help her understand, for instance, that a student needs more instruction in how to orally read punctuation, or she might learn that a student can read fiction with expression but needs more help with nonfiction texts.

Answer 134

1. Vocabulary Quizzes These can be helpful in terms of assessing students' prior knowledge and need for explicit vocabulary instruction. 2. Written or Oral Summaries These help Mrs. Newhall learn whether students have mastered the most concrete aspects of comprehension and can remember the most important aspects of a story or passage. 3. Inferential Questions Questions about character motivation, predictions, author's purpose, and abstract concepts can help Mrs. Newhall understand whether her students are really grasping the big ideas behind what they read. 4. Projects and Other Informal Assessments When Mrs. Newhall has her students do projects about the books they read, talk in book groups, or present what they have learned, she is able to assess their capacity to connect reading with other aspects of life.

Answer 135

a little trick to get students thinking actively rather than passively by asking questions instead of telling information. For example, you might tell a student, 'Eating unhealthy food may cause illness.' This means that you offered a piece of knowledge to the student, but it does not ensure comprehension. On the other hand, consider engaging the student with a built-in comprehension test by asking, 'What might happen if we eat unhealthy food?' In this way, the student is obligated to respond, and that response yields critical information for the teacher.

Answer 136

Read Text Aloud Bilingual Dictionary Simplified Language Extended Time Sentence Frames and Word Banks

Answer 137

when a test measures groups from different cultural backgrounds differently because the test predicts a result within the construct of a particular cultural group and not another. These tests are based on a majority culture measuring cultural experiences and backgrounds that come from that culture. Minority groups taking the test are measured unfairly because of a lack of familiarity with constructs from the majority group.

Answer 138

Ask yourself the following questions before deciding if it's time to move forward with formal evaluations: Did the student receive appropriate interventions in the general education environment? Was the student assessed in their primary language? Are you familiar with the 'silent phase' of language acquisition? Have you considered cultural differences? Is your team in place?

Answer 139

permit teachers and institutions to determine the skill levels and needs of non-native English-speaking students. When used appropriately, standardized ESOL tests can benefit students, teachers, and institutions by providing a starting point for both placement and grading. Furthermore, these tests can help to determine a student's academic subject and language level and can identify areas that need improvement.

Answer 140

many ESOL tests do not account for the creative abilities or social language skills ESL students may possess. test anxiety may limit the accuracy of the results. Some students simply test poorly regardless of native language or academic ability. Even the brightest students can feel time pressures or blank on content they would be easily able to recall in a different situation. Also, ESL students can approach testing differently based on previous educational experience. Some cultures place exam taking high on the list of desired academic skills while others may focus more on other learning styles. Lack of forehand knowledge of test format and strategies can also artificially lower test scores.

Answer 141

understood by those within a culture, but not necessarily by those outside it.

Answer 142

information was primarily conveyed directly and explicitly Low-context cultures may place a higher value on privacy than high-context cultures do members of low-context cultures tend to want more personal space than their high-context counterparts. Low-context communication tends to require more verbal explanation than high-context culture does, but it also usually leaves less room for confusion. Cultures with low-context communication tend place more emphasis on individualism, Individuals are not necessarily expected to have a strong understanding of each other's needs and background, necessitating increased detail when communicating.

Answer 143

the vocal but nonverbal elements of speech. For example, which word is stressed, how loudly, and how quickly a person speaks can all be part of paralanguage. The prefix 'para-' means ancillary, so paralanguage is the ancillary part of language.

Answer 144

relied on context clues understood by members of that culture but often invisible to those outside it. high-context cultures are more group-oriented. a degree of cultural familiarity is expected, which means that explaining information in detail can be repetitive and unnecessary. High-context cultures have a lot of unwritten rules that govern communication and interaction. Less information is communicated through the meaning of words, with more being communicated through tone and body language. People may be more indirect when giving instructions or may imply what they are asking for instead of stating it outright. This can allow communication to be more streamlined, since fewer details are needed and more is left unsaid, but it can cause serious lapses in understanding for those who come from outside the culture.

Answer 145

a pedagogy that makes modifications in instructional strategies to account for diversity. Reciprocal teaching and cooperative learning are two of the most effective strategies to engage students in culturally relevant learning.

Answer 146

occurs when students take turns leading the class discussion. This method invites students to use their cultural viewpoints to express the instructional material in their own words.

Answer 147

Students' mother tongue affects how easily learning certain aspects of English can be. For example, Germanic language speakers have similar sounds and grammar patterns, so learning English can be easier. Spanish speakers only have 5 vowel sounds, whereas English has combined vowel sounds that may be difficult for them. Similarly, Arabic speakers lack the letter 'p' in their alphabet and they often substitute it for the letter 'b.' This means you might need to research specific native language limitations in order to understand some students' difficulties in English.

Answer 148

perceiving one's own cultural beliefs and customs as superior to those of other people. When communicating, an attitude of ethnocentrism makes people from other cultures feel undervalued. When people feel devalued or invalidated, they tend to shut down. Thus, communication is unproductive and/or even counterproductive.

Answer 149

Immigration and Nationality Act of 1965 completely changed the way that the United States approached immigration. The new law turned the quota system on its head, doing away with firm numbers and instead focusing on reuniting families separated by past migrations, as well as attempting to attract highly-skilled laborers. Despite being portrayed to Congress and the American people as having very little effect on the total demographic numbers of the United States, it proved to open doors for people from Asia, Africa, and Latin America to move to the United States in substantial numbers.

Answer 150

Culture is learned through the place we grow up in. So when we leave a culture behind and have to encounter new cultural systems and meanings, it can be very difficult and can feel like a loss of identity. As we assimilate to a new culture we might feel like we're losing our old culture. Think about how you might feel if you were no longer connected to the language, religion, foods, or beliefs that you grew up with. Arriving in a new country can feel vey disorienting. Scholars have called this process deculturation, meaning a loss of culture.

Answer 151

Laws Right vs. Illegal Folkways Right vs. Rude Mores Right vs. Wrong Taboos Right vs. Forbidden

Answer 152

1923 the first U.S. Supreme Court case involving ELL students. Background: In 1919, the state of Nebraska passed the Simin Act, which prohibited teachers from using languages other than English to teach their students. They explained that by only using English, students were encouraged to become assimilated, and teachers would promote civic development by immersing non-English speakers in the community. After one teacher was found reading to their student in German, the County Attorney of Hampton, Nebraska charged him with violating the law. The teacher appealed to the U.S. Supreme Court. Decision: The Court ruled in favor of the teacher, determining that by restricting foreign languages, the Simin Act violated the Fourteenth Amendment right to life, liberty, or property, and was unconstitutional. They stated that the state's intent to assimilate children was outweighed by the parents' right to control the education of their child, the child's right to education, and the teacher's right to educate.

Answer 153

1974 a U.S. Supreme Court case that determined that students must be ensured supplemental language materials to meet their needs. Background: After the desegregation of schools in San Francisco almost 3,000 Chinese students were placed into English-speaking public schools, despite not being fluent. While some received supplementary materials to help them, most were placed into special education classes or held back. A group of their parents decided to sue the school district for withholding access to education from their children. They argued that their rights outlined in the Fourteenth Amendment and the Civil Rights Act of 1964 were being violated because the school was not providing equal protection and discriminating. Decision: The Court ruled in favor of the parents, focusing their decision on the Civil Rights Act. They determined that the school was not using its federal funding to provide equal access to education for its students. This outcome resulted in the establishment of the Lau Plan, which created a set of guidelines school districts can use to provide instruction to ELL students, and to ensure equal access to education.

Answer 154

(1947) was a Federal Circuit Court case, which resulted in rights for Spanish-speaking students in the United States. During this time, Mexican Americans were considered white, and thus, were allowed to attend segregated white schools. However, some districts throughout Orange County, California began creating schools for Mexican students by which they separated Spanish-speaking students from English-speaking students. Five fathers with children in four separate districts took this case to the federal court claiming that this was a form of discrimination, and segregation, which violated the constitution. The schools argued that this was beneficial because the Mexican students did not know enough English to perform well in English-speaking schools. Decision: The United States Court of Appeals for the Ninth Circuit ruled in favor of the parents, deciding that this was a form of segregation. They stated that separating students between Spanish-speaking and English-speaking schools violated the Fourteenth Amendment which is meant to provide equal protection to all people. They asserted that all students deserve equal access to education.

Answer 155

Plyler v. Doe (1982) was a United States Supreme Court case that resulted in the requirement of states to provide access to free education for all students, regardless of their immigration status. Background: In 1975, Texas passed a law that stopped using state funds to provide education to children who were not legally considered United States citizens. It also allowed schools to decide to deny enrollment to these children and to require tuition if these students wished to attend school. Decision: The Supreme Court ruled in favor of the children. They stated that this law discriminated against children for something that they could not control. They also explained that this law is dangerous because it puts these children at an unfair disadvantage due to the decisions of their parents, and violated the Equal Protection Clause.

Answer 156

Horne v. Flores (2009) was a U.S. Supreme Court case that examined the ways in which schools used their funding for ELL children. Background: In 1992, a group of students sued the Arizona State Board of Education and the State Superintendent claiming that their school district did not teach them English, which was a fundamental topic to their education. The Board of Education and Superintendent argued that they could decide how to use their funding. Decision: The Federal District Court determined that by not teaching English, the district violated the students' rights afforded to them in the Equal Educational Opportunities Act of 1974 , which ensures equal access to education for all children. They determined that the funding the district was using for the ELL programs was insufficient. However, the United States Supreme Court overturned this decision and instead stated that it was up to the state to determine how funds would be allocated, and which ELL requirements they will instate. They also decided that it was up to lower courts to determine if state funding was compliant with the Equal Education Opportunities Act since states should be judged by the outcomes of their spending, not how much they spend.

Answer 157

(1981) was a United States District Court case that examined the ways in which grouping can be discriminatory. Background: A Mexican-American father sued the Raymondville Independent School District after they used a grouping system to place his children. He claimed that this discriminated against them for their ethnicity and race and thus segregated them from the rest of the student population. He also claimed that the district did not provide sufficient ELL programs, and if his child had access to these programs, they would be able to participate with their peers equally. The plaintiff also referenced Lau v. Nichols, stating that it was impossible to measure the school's methodologies to correct this. Decision: The United States District Court for the Southern District of Texas ruled in favor of the school district. They determined that the district did not violate any constitutional rights. However, the United States Court of Appeals voted in favor of Castañeda. They also created a method for determining the ways in which bilingual programs must follow the Equal Educational Opportunities Act. According to their assessment, bilingual programs must 1.) be based on research and theory, 2.) be executed effectively by using adequate resources and materials, and 3.) if it is questioned in the trial, it must prove that it helps students with language barriers.

Answer 158

opt out of an ELL program offered by a school and they do not have to give the school a reason. It's simply their right.

Answer 159

theory devised by Paulo Freire proposes that students can become proficient in a language if they work with teachers in a collaborative manner, using pictures, texts, and objects as tools to produce words and complete sentences.

Answer 160

In 1968, the U.S. Congress passed the Bilingual Education Act, which essentially acknowledged the fact that proper ESL education was strategically necessary to prevent non-English speakers from remaining in poverty and cultural isolation, a direct result of insufficient English training.

Answer 161

The history of the most common ESL teaching methodologies in the U.S. essentially began with the grammar translation method in the 1700s. This method remained popular until the 1960s and is still used by some institutions today. Essentially, this method focused heavily on correct grammar usage and rote learning of vocabulary. While this method did help students learn to translate and write, it provided little in the way of practical, real-world language training.

Answer 162

By the beginning of the 20th century, the direct natural method, whose most prominent supporter was Charles Berlitz, began to replace the increasingly outdated and cumbersome grammar translation method. The direct natural method focused on common vocabulary and correct pronunciation and encouraged the use of visual aides and naturally flowing speech.

Answer 163

In the 1940s, the audio-lingual or Army method of English language acquisition became relatively popular. Some viewed this method as a response to World War II because of its emphasis on getting non-native English speakers to sound less foreign. To this end, the audio-lingual method stressed perfect pronunciation and an authentic or 'American' manner of speaking.

Answer 164

Since 1985, the communicative approach to ESL education has become one of the primary methodologies for ESL training. This methodology focuses on authentic and meaningful use of language through realistic tasks and practice. However, this method has been criticized due to its reliance on oral English, which has caused some critics to question its usefulness in developing English reading and writing skills.

Answer 165

(1983) - The case was brought forth after a school in Denver, Colorado, was accused of segregating white students from students of Mexican origin. This case ruled against segregation.

Answer 166

In this case, the Court in 1982 ruled that Texas State had violated the EEOA by failing to provide Latino descent students equal opportunity to overcome the language barrier. The state was ordered to incorporate bilingual services for those students to learn English.

Answer 167

The court in 1981 ruled that the education departments in the state were required to impose federal mandates in the districts of the local schools.

Answer 168

(2000) - In this case, the court ruled that the schools should be provided with enough educational resources such as educational programs and sufficient teachers.

Answer 169

Title III has its own name, which is Language Instruction for English Learners and Immigrant Students. This means that Title III regulates the main aspects that have to do with English language sessions that schools provide to students whose first language is not English. Under ESSA, Title III changes in two main ways: The accountability measures for ELL (English language learners) programs move to Title I. Thus, the statewide accountability system must include the performance of ELLs as part of the overall English proficiency for each state. In other words, before ESSA, all schools had to provide a separate report to their Department of Education. The report included specific information about the results of English language learners programs through scores English learners would get. Nowadays, schools simply include such results within the overall performance of their school; there is no separate report anymore. The second main change is the increase in funding available to develop ELL programs. Funding - Title III makes it possible for school districts (LEAs) to receive grants to develop ELL programs to benefit English learners, including immigrant children and youth. Purpose - Title III specifies the purposes of the funding for ELL programs. The purposes are: Make sure immigrant children and youth become proficient in English Make sure immigrant children and youth achieve high levels in all academic subjects Assist teachers, principals, and other school leaders in establishing, implementing, and sustaining effect ELL programs Assist teachers, principals, and other school leaders in developing their capacity to deliver ELL programs Promote the participation of parents and the whole community in English language instruction Eligibility - Title III specifies that all state education agencies (SEAs) are eligible to receive grants to develop ELL programs. However, the SEAs must have an approved plan in which they detail how they will use the available grants. Reporting - Title III expects SEAs to issue biennial reports to the US Secretary of Education. The report should include details of how ELL programs are effective and how they improve the education ELLs receive. Similarly, school districts send an annual report to their LEA. In the report, school district simply should include results of their ELL programs as part of their overall performance report. In addition, the report should have a description of the ELL program the school district applies as well as percentages of ELLs and how the grants are used to meet their educational needs. Procedures to implement ELL programs - Title III expects SEAs to use the available grants to perform in specific ways when it comes to ELL programs. The expectations include: Establishing and implementing meaningful ELL programs that meet the needs of the population of the state; an important part of ELL programs is that schools have to assess potential English learners within 30 days of enrollment in school. Providing effective teacher and principal preparation; this can happen through effective professional development so teachers and principal get the appropriate state certifications as well as the improvement of their skills in delivering effective instruction to ELLs. Helping ELLs to meet the same academic standards that all children in the state are expected to achieve Identifying and implementing measures to determine proficiency in English Strengthening and increasing the participation of parents and the whole community in English language instruction Giving recognition through sub-grants (extra funding) to schools that significantly improve the academic performance of ELLs

Answer 170

offers complimentary hour-long webinars that provide new knowledge and resources for 21st century educators. The webinars are offered at no cost. Just type ''The Center for Learning'' in your Internet browser and you'll be directed to the website's webinars, print lessons and online lessons, for a small price. More professional development ideas, articles, research, and reports are also available.

Answer 171

TESOL is a global association open to ESL teachers and others, such as administrators and researchers, who have an interest in teaching those for whom English is a second language. This group conducts research, advocates for the profession, and provides a variety of services, including professional development. TESOL has more than 100 regional affiliate groups around the world and 20 special interest divisions that allow members to connect with others in their particular ESL field. These include elementary, secondary, higher and adult education; intercultural communication; materials writing; refugee concerns; and computer-assisted language learning.

Answer 172

The National Association for Bilingual Education (NABE), founded more than 40 years ago, is a non-profit organization of educators, parents, and others interested in bilingual and multilingual education. They offer professional development resources for teachers, work to advance teaching practices, and advocate both for the rights of English language learners and for adequate funding for language learning programs. NABE comprises special interest groups and more than 20 regional affiliates that offer the exchange of information, along with networking opportunities. All NABE members receive access to the NABE Global Perspectives magazine, NABE eNews, and discounted rates for research journals and magazines exploring current issues relating to bilingual education.

Answer 173

an advocacy, educational and networking association for foreign language teachers and administrators. Since 1962, the ACTFL has been active in establishing national standards for language education and continues to promote research in the field. Membership benefits include subscriptions to two publications that offer insight into instructional techniques, best practices, and the latest research; online courses for professional development; and mentoring for young professionals in the field.

Answer 174

pairs of words or phrases in a particular language, spoken or signed, that differ in only one phonological element ex: "let" + "lit", "pat" + "bat"

Answer 175

eey (spanish i)

Answer 176

uuuwr (French sounding) English example given is few, but that isn't quite right, maybe without a hard w close to front

Answer 177

put, could

Answer 178

away, cinema

Answer 179

sing, finger

Answer 180

think, both

Answer 181

mother, this

Answer 182

pleasure, visit (s as a z)

Answer 183

English can be thought of as an alphabetic language consisting of 44 speech sounds (phonemes) which map onto letter patterns (graphemes). Graphemes can be a single letter (graph), or a combination

Answer 184

1. Alphabet Mastery 2. Phonemic Awareness -Phoneme Blending -Phoneme Recognition

Answer 185

Stage 1: The Emergent Pre-reader (typically between 6 months to 6 years old)- learns that there is a connection between books/papers/words and what is being said; learns thousands of words but still cannot read any of them Stage 2: The Novice Reader (typically between 6 to 7 years old)- In this stage, the child is learning the relationships between letters and sounds and between printed and spoken words. The child starts to read simple text containing high frequency words and phonically regular words, and uses emerging skills and insights to “sound out” new one-syllable words. There is direct instruction in letter-sound relations (phonics). The child is being read to on a level above what a child can read independently to develop more advanced language patterns, vocabulary and concepts. In late Stage 2, most children can understand up to 4000 or more words when heard but can read about 600. Stage 3: The Decoding Reader (typically between 7 - 9 years old) - In this stage, the child is reading simple, familiar stories and selections with increasing fluency. This is done by consolidating the basic decoding elements, sight vocabulary, and meaning in the reading of familiar stories and selections. There is direct instruction in advanced decoding skills as well as wide reading of familiar, interesting materials. The child is still being read to at levels above their own independent reading level to develop language, vocabulary and concepts. In late Stage 3, about 3000 words can be read and understood and about 9000 are known when heard. Listening is still more effective than reading. Stage 4: The Fluent, Comprehending Reader (typically between 9 - 15 years old)- reading to learn instead of learning to read

Answer 186

Pre-Literate -scribble stage -symbolic stage (pictures sub for letters and words) -directional scribble -mock letters Emergent -strings of letters -groups of letters -labeling pictures -copying environmental print Transitional -uses first letter of word to represent entire word -phonetic spellings Fluent

Answer 187

listing, chronological order, cause and effect, classification, argumentation, comparison and contrast, problem and solution These patterns often use common signal words

Answer 188

visually representing language; set of conventions for writing language

Answer 189

achieve proficiency on an accepted, standard test must be monitored for 2 years

Answer 190

Student Oral Language Observation Matrix not a test per se. A test is a set of structured tasks given in a standard way. The SOLOM is a rating scale that teachers can use to assess their students' command of oral language on the basis of what they observe on a continual basis in a variety of situations - class discussions, playground interactions, encounters between classes. The teacher matches a student's language performance in a five mains - listening comprehension, vocabulary, fluency, grammar, and pronunciation - to descriptions on a five-point scale for each Because it describes a range of proficiency from non-proficient to fluent, the SOLOM can be used to track annual progress

Answer 191

office of civil rights prohibit discrimination in programs or activities that receive Federal funds from the Department of Education.

Answer 192

National Indian Education Association

Answer 193

Test of English as a Foreign Language

Answer 194

English as a foreign language

ESOL Praxis Flashcards

(242 cards)