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Supplemental Flashcards

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1
Q

1964: Title VI of the Civil Rights Act

A

○ Segregated schooling ends
○ Provide equal educational opportunities

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2
Q

1967: TEA

A

creates accreditation measures allowing
instruction in two languages.

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3
Q

TEA is responsible for

A

the equitable education of all students.

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4
Q

1968: Bilingual Education Act

A

○ AKA Title VII of the Elementary and Secondary Act of 1968
○ The act funded development and implementation of bilingual programs.
○ Passed under LBJ

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5
Q

1973: Bilingual Education and Training Act

A

mandated that all Texas public elementary schools enrolling 20 or more children of limited English ability in a given grade level provide bilingual instruction.

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6
Q

1974: Lau v. Nichols

A

○ Cornerstone for providing equitable access to education to ELLs whose home language is something other than English.
○ schools must scaffold and provide other strategies to make input comprehensible

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7
Q

Lau Remedies

A

guidelines for planning appropriate
bilingual/ESL education.

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8
Q

1981: Castaneda v. Pickard

A

Set in place more specific guidelines by which to determine whether a particular school district was meeting requirements for ELLs.

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9
Q

(3) part assessment for bilingual programs

A

The bilingual education programs must be based on sound educational theory, be implemented effectively with appropriate resources and must be proven effective.

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10
Q

2001: The No Child Left Behind Act (NCLB)

A

requires that all ELLs receive quality instruction for learning both English and grade-level academic content, paving the way for English-only education.

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11
Q

Plyler v. Doe (1982)

A

denying funding or charging for
undocumented imigrant children’s education is illegal.

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12
Q

Serna v. Portales (1974)

A

schools must provide a bilingual
curriculum to accommodate ELLs

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13
Q

Rios v. Reed (1978)

A

the bilingual program needs to actually
be bilingual, not essentially English-only

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14
Q

What cases promoted the signing of the Equal Education Opportunity Act of 1974?

A

Keyes v. School District and Lau v. Nichols

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15
Q

Bilingual education is mandated only for

A

the elementary grades in Texas

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16
Q

bilingual education needs to be offered in a district when

A

there are 20 or more speakers of a language at a grade level

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17
Q

affective filter

A

a learner’s attitudes that affect the relative success of second language acquisition

ex: low motivation and boredom

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18
Q

One-way programs

A

serve ELLs alone

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19
Q

Two-way programs

A

serve two audiences: the ELL group
and the native English learner group

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20
Q

50/50 dual language

A

each language gets used 50% of the time.

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21
Q

90/10 dual language

A

the first language is used 90% of the time throughout elementary years

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22
Q

Late exit bilingualism:

A

exiting late in the elementary years (5th-6th grade)

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23
Q

Early exit bilingualism:

A

exit the program by the third grade, moving to mostly English instruction.

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24
Q

The purpose of dual language education is to

A

produce bilingual, biliterate, and bicultural students.

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25
Dual language education
designed for students from two home language groups to learn in bilingual pairs side by side and use one of the other language for learning content.
26
Biliteracy
ability to read and write with competence in two languages.
27
Subtractive bilingualism
acquiring a second language with some loss of one’s native language and culture.
28
Comprehensible input
information that can be understood despite language barriers.
29
Additive approach
lessons, units, and examples that represent a broader range of cultures and perspectives are added to the curriculum that is already in place
30
The state requires every student who enrolls to
complete a Home Language Survey
31
The members of LPAC are
an administrator, an ESL teacher, and a parent of a student in the ESL program who is not employed by the district.
32
Auditory
learn by hearing
33
Visual
learn by seeing
34
Tactile/Kinesthetic
learn by touch or movement
35
Differentiating instruction
teaching that offers multiple options for learning the material based on different student needs and learning styles.
36
Literature circles
small groups of students discussing literature previously read.
37
Small groups
2-4 students collaborating on an assignment or discussion.
38
Workshops
concentrated stations where students focus on one skill or element of a lesson.
39
Reading centers
focus on solely reading skills.
40
Muti-age groups
working with students from other grade levels on a skill.
41
Think-pair-share
students work with a partner to discuss and evaluate the topic.
42
Homogeneously
similar
43
Heterogeneously
different
44
additive approach
builds on what the child brings from home
45
Three Domains
Linguistic, Academic, and Affective
46
Linguistic domain
language skills
47
Academic (cognitive) domain
educational skills
48
Affective domain
emotional skills
49
comprehensive input
teacher provides input that allows EL students to understand most, but not necessarily all, of the language
50
Quantitative data
numeric, analyzed statistically, test scores
51
Qualitative data
analyzed observationally, anecdotal notes, student surveys
52
Cloze procedure
students use contextual clues to assess comprehension
53
Accommodations
assistance or changes to the learning process to allow the student to learn the same material as others. ○ Changes HOW they learn
54
Little or no ability to understand spoken English used in academic and social settings
Beginning
55
Have the ability to understand, with language support, grade-appropriate spoken English used in academic and social settings
Intermediate
56
language transfer
use what they know in their L1 to help them understand L2
57
Have the ability to understand simple, HFW spoken English used in routine academic and social settings, with minimal support
Advanced
58
Sheltered instruction
teachers integrate language and content instruction in order to make content comprehensible
59
Metacognition
Thinking about thinking
60
Reciprocal teaching
takes place as a dialog between teachers and students regarding segments of text. ○ The purpose of this kind of teaching is to bring meaning to the text as part of a group effort.
61
Reciprocal teaching (4 parts)
1. Summarizing 2. Question generating 3. Clarifying 4. Predicting
62
dialects
a unique form of language specific to that group of people or region
63
Code-switching
a linguistic behavior in which individuals change how they speak according to their audience
64
Phonetics
sounds of human speech
65
Phonology
sounds or patterns of sounds that are particular to a language
66
Morphology
forms of words
67
Syntax
word order used in sentences
68
Semantics
literal and connotation meaning of words and phrases; the study of word or symbol meaning
69
Pragmatics
social language skills, language in use
70
language function
a specific purpose for using language
71
language register
the degree of formality with which one speaks
72
frozen register
when reciting something that never changes. ● Pledge of allegiance
73
formal register
academic and professional situations. ● In job interviews, people use the standard convention of their language when speaking.
74
informal register
social and family situations.
75
(BICS)
basic interpersonal communicative skills DAILY SOCIAL INTERACTIONS (1-3yrs)
76
(CALP)
cognitive academic language proficiency skills (ACADEMIC) (5-7yrs)
77
direct instruction
teacher-led approach to instruction in which the instructor provides information on a concept and is the sole expert in the room
78
Stages of SLA (second language acquisition)
1. Pre-Production/Silent Period 2. Early Production 3. Speech Emergence 4. Intermediate Fluency 5. Advanced Fluency
79
Interrelatedness
beneficial connections between two languages
80
Interferences
negative impacts of L1 on L2
81
Natural approach
Focuses on language use rather than rules and grammar (???)
82
scaffolding
temporary supports; method of teaching that involves gradually removing aids when teaching new concepts
83
Behaviorist theories
present stimulus-response pairings in which one act leads directly to another.
84
Cognitive theories
allow for the mind to work through steps to get to the response
85
Natural Approach
Seeks to foster natural language acquisition and therefore does not encourage explicit grammar instruction.
86
Natural Approach Stages
(1) preproduction (listening and gestures), (2) early production (short phrases), (3) speech emergence (long phrases and sentences), and (4) intermediate fluency (conversation).
87
Multisensory approach:
Information is presented in visual, auditory, kinesthetic and tactile modalities
88
Total Response Signals (TRS):
Cues that students can use to indicate they are ready to respond to questions or ready to move on to new material
89
Cognitive Code:
Learners learn a grammatical structure (usually inductively) and then practice it (presentation, practice, and production)
90
Suggestopedia:
warm, relaxed, pleasant environment is the ideal state for learning
91
Silent Way:
Teacher is silent 90% of the time, encouraging natural language expression
92
Overgeneralization:
application of a grammar rule in a nonapplicable situation
93
Avoidance:
using simple words and grammatical structures to avoid difficult or complex ones
94
Circumlocution:
using more words than necessary to describe something
95
The purpose of the think-aloud strategy is
helps students to internalize what they are saying and thus, better understand.
96
Language acquisition theory
children unconsciously learn language through normal social interaction without the need of structured vocabulary teaching or grammatical structures
97
Lexical ambiguity:
the presence of two or more possible meanings within a single word
98
Structural ambiguity:
the presence of two or more possible meanings within a single sentence or sequence of words
99
Redundancy:
the use of two or more words that say the same thing ■ "true fact"
100
Overextension:
using a specific word in a general sense ■ "bee" for all insects or "socks" for all foot coverings
101
Oral language involves
both listening and speaking
102
Written language involves
both reading and writing.
103
Language Experience Approach (LEA)
is a teaching strategy that connects oral language to writing and reading skills.
104
Informal Assessments
happen throughout instruction
105
Formal Assessments
can happen both during and after an instruction unit.
106
Formative Assessments
assessments FOR learning
107
Summative Assessments
assessments OF learning ○ Determine whether or not students mastered a learning objective
108
Criterion-referenced assessments
an assessment used to tell if a student has learned the material
109
Norm-referenced assessments
ranks a student's performance with the student's peers (ex: SAT and IQ tests)
110
Spanish does not have
vowel diagraphs & irregular plural nouns
111
vowel digraphs
Two vowels in a word represent one sound: cool, book, feet

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