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TExES Exams > Supplemental > Flashcards

Supplemental Flashcards

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
Q

Dual language education

A

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.

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26
Q

Biliteracy

A

ability to read and write with competence in two languages.

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27
Q

Subtractive bilingualism

A

acquiring a second language
with some loss of one’s native language and culture.

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28
Q

Comprehensible input

A

information that can be understood despite language barriers.

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29
Q

Additive approach

A

lessons, units, and examples that represent a broader range of cultures and perspectives are added to the curriculum that is already in place

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30
Q

The state requires every student who enrolls to

A

complete a Home Language Survey

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31
Q

The members of LPAC are

A

an administrator, an ESL teacher, and a parent of a student in the ESL program who is not employed by the district.

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32
Q

Auditory

A

learn by hearing

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33
Q

Visual

A

learn by seeing

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34
Q

Tactile/Kinesthetic

A

learn by touch or movement

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35
Q

Differentiating instruction

A

teaching that offers multiple
options for learning the material based on different student needs and learning styles.

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36
Q

Literature circles

A

small groups of students discussing
literature previously read.

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37
Q

Small groups

A

2-4 students collaborating on an
assignment or discussion.

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38
Q

Workshops

A

concentrated stations where students focus on one skill or element of a lesson.

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39
Q

Reading centers

A

focus on solely reading skills.

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40
Q

Muti-age groups

A

working with students from other
grade levels on a skill.

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41
Q

Think-pair-share

A

students work with a partner to
discuss and evaluate the topic.

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42
Q

Homogeneously

A

similar

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43
Q

Heterogeneously

A

different

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44
Q

additive approach

A

builds on what the child brings from home

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45
Q

Three Domains

A

Linguistic, Academic, and Affective

46
Q

Linguistic domain

A

language skills

47
Q

Academic (cognitive) domain

A

educational skills

48
Q

Affective domain

A

emotional skills

49
Q

comprehensive input

A

teacher provides input that allows EL students to understand most, but not necessarily all, of the language

50
Q

Quantitative data

A

numeric, analyzed statistically, test scores

51
Q

Qualitative data

A

analyzed observationally, anecdotal
notes, student surveys

52
Q

Cloze procedure

A

students use contextual clues to
assess comprehension

53
Q

Accommodations

A

assistance or changes to the learning
process to allow the student to learn the same material as others.
○ Changes HOW they learn

54
Q

Little or no ability to understand spoken English used in academic and social settings

A

Beginning

55
Q

Have the ability to understand, with language support, grade-appropriate spoken English used in academic and social settings

A

Intermediate

56
Q

language transfer

A

use what they know in their L1 to help
them understand L2

57
Q

Have the ability to understand simple, HFW spoken English used in routine academic and social settings, with minimal support

A

Advanced

58
Q

Sheltered instruction

A

teachers integrate language and
content instruction in order to make content comprehensible

59
Q

Metacognition

A

Thinking about thinking

60
Q

Reciprocal teaching

A

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
Q

Reciprocal teaching (4 parts)

A
  1. Summarizing
  2. Question generating
  3. Clarifying
  4. Predicting
62
Q

dialects

A

a unique form of language specific to that group of people or region

63
Q

Code-switching

A

a linguistic behavior in which individuals change how they speak according to their audience

64
Q

Phonetics

A

sounds of human speech

65
Q

Phonology

A

sounds or patterns of sounds that are particular to a language

66
Q

Morphology

A

forms of words

67
Q

Syntax

A

word order used in sentences

68
Q

Semantics

A

literal and connotation meaning of words and phrases; the study of word or symbol meaning

69
Q

Pragmatics

A

social language skills, language in use

70
Q

language function

A

a specific purpose for using language

71
Q

language register

A

the degree of formality with which
one speaks

72
Q

frozen register

A

when reciting something that never changes.
● Pledge of allegiance

73
Q

formal register

A

academic and professional situations.

● In job interviews, people use the standard convention of their language when speaking.

74
Q

informal register

A

social and family situations.

75
Q

(BICS)

A

basic interpersonal communicative skills

DAILY SOCIAL INTERACTIONS (1-3yrs)

76
Q

(CALP)

A

cognitive academic language proficiency skills (ACADEMIC) (5-7yrs)

77
Q

direct instruction

A

teacher-led approach to instruction in which the instructor provides information on a concept and is the sole expert in the room

78
Q

Stages of SLA (second language acquisition)

A
  1. Pre-Production/Silent Period
  2. Early Production
  3. Speech Emergence
  4. Intermediate Fluency
  5. Advanced Fluency
79
Q

Interrelatedness

A

beneficial connections between two
languages

80
Q

Interferences

A

negative impacts of L1 on L2

81
Q

Natural approach

A

Focuses on language use rather than rules and grammar (???)

82
Q

scaffolding

A

temporary supports; method of teaching that involves gradually removing aids when teaching new concepts

83
Q

Behaviorist theories

A

present stimulus-response pairings in which one act leads directly to another.

84
Q

Cognitive theories

A

allow for the mind to work through steps to get to the response

85
Q

Natural Approach

A

Seeks to foster natural language acquisition and therefore
does not encourage explicit grammar instruction.

86
Q

Natural Approach Stages

A

(1) preproduction (listening and gestures),
(2) early production (short phrases),
(3) speech emergence (long phrases and sentences), and
(4) intermediate fluency (conversation).

87
Q

Multisensory approach:

A

Information is presented in visual, auditory, kinesthetic and tactile modalities

88
Q

Total Response Signals (TRS):

A

Cues that students can use
to indicate they are ready to respond to questions or ready
to move on to new material

89
Q

Cognitive Code:

A

Learners learn a grammatical structure (usually inductively) and then practice it (presentation,
practice, and production)

90
Q

Suggestopedia:

A

warm, relaxed, pleasant environment is the
ideal state for learning

91
Q

Silent Way:

A

Teacher is silent 90% of the time, encouraging natural language expression

92
Q

Overgeneralization:

A

application of a grammar rule in
a nonapplicable situation

93
Q

Avoidance:

A

using simple words and grammatical structures to avoid difficult or complex ones

94
Q

Circumlocution:

A

using more words than
necessary to describe something

95
Q

The purpose of the think-aloud strategy is

A

helps students to internalize what they are saying and thus, better understand.

96
Q

Language acquisition theory

A

children unconsciously learn language through normal social
interaction without the need of structured vocabulary
teaching or grammatical structures

97
Q

Lexical ambiguity:

A

the presence of two or more
possible meanings within a single word

98
Q

Structural ambiguity:

A

the presence of two or more
possible meanings within a single sentence or
sequence of words

99
Q

Redundancy:

A

the use of two or more words that say the same thing
■ “true fact”

100
Q

Overextension:

A

using a specific word in a general sense
■ “bee” for all insects or “socks” for all foot coverings

101
Q

Oral language involves

A

both listening and speaking

102
Q

Written language involves

A

both reading and writing.

103
Q

Language Experience Approach (LEA)

A

is a teaching strategy that connects oral language to writing and reading
skills.

104
Q

Informal Assessments

A

happen throughout instruction

105
Q

Formal Assessments

A

can happen both during and after an instruction unit.

106
Q

Formative Assessments

A

assessments FOR learning

107
Q

Summative Assessments

A

assessments OF learning
○ Determine whether or not students mastered a learning
objective

108
Q

Criterion-referenced assessments

A

an assessment
used to tell if a student has learned the material

109
Q

Norm-referenced assessments

A

ranks a student’s performance with the student’s peers

(ex: SAT and IQ tests)

110
Q

Spanish does not have

A

vowel diagraphs &
irregular plural nouns

111
Q

vowel digraphs

A

Two vowels in a word represent one sound: cool, book,
feet

TExES Exams (1 decks)

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