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TESOL/TELF > Teaching English Learners (TEL) and ESL Testing > Flashcards

Teaching English Learners (TEL) and ESL Testing Flashcards

1
Q

What does TESOL stand for?

A

Teaching English to Speakers of Other Languages

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2
Q

What does TELF mean?

A

Teaching English as a Foreign Language

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3
Q

What is scaffolding question in TESOL?

A

Starting simple and building up form there. Mix questions and tasks in the right sequence.
First ask questions that reinforce knowledge and understanding.

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4
Q

Under TESOL what does repeat exposure to key vocabulary do>

A

Previewing and reviewing key vocabulary for comprehension and retention.

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5
Q

Do students need varied and repeated exposure to words to learn them well?

A

YES

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6
Q

What are the two focus of form?

A

Focus on form activities
Focus on form instructions

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7
Q

What are examples of prefix, suffixes, and roots?

A

Prefixes come before root words and act as modifiers.
Roots provide the main meaning of a word and can be connected to other roots, prefixes, and suffixes.
Suffixes come after the root word and act as modifiers.
Un-fortunate-ly example

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8
Q

What is the purpose of pronunciation practice?

A

To practice the pronunciation of words so learner can speak intelligently

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9
Q

What are different types of graphic organizers?

A

Circle Map. A circle map graphic organizer is used to explain related concepts or brainstorm ideas. …
Spider Map. This graphic organizer comes in handy when explaining things with descriptive connections. …
Idea Wheel. …
Venn Diagram. …
Tree Chart. …
Sequence of Events Chain.

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10
Q

What does literacy mean?

A

learning to think and reason, and to view and visually represent pictorial and graphical as well as textual representations of ideas and information.

From White paper

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11
Q

What is a homonym?

A

A word that sounds or is spelled the same as another word but has a different meaning, technically called a homophone (same sound) or a homograph (same spelling).

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12
Q

Define Cognate

A

Cognate languages and words have the same origin or are related and in some way similar:
The Italian word “mangiare” (= to eat) is cognate with the French “manger”.

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13
Q

Discourse

A

is a continuous stretch of speech or written text, going beyond a sentence to express thought.

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14
Q

Graphophonics

A
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15
Q

Language Registers

A
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16
Q

Language Registers

A
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17
Q

Lexicon

A

is the knowledge that a native speaker has about a language.

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18
Q

Morphology

A

is the study of the internal structure of words.

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19
Q

Phoneme

A

The distinctive sounds in words are called phonemes.

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20
Q

Phonics

A

the system of relationships between letters and sounds in a language.

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21
Q

Phonological Awareness

A

Phonemic awareness is a part of learning the alphabetic principle.

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22
Q

Pragmatic

A

is the study of the aspects of meaning and language use that are dependent on the speaker, the addressee, and other features of the context of utterance, such as the following:
Context of utterance
Generally observed principles of communication* The goals of the speaker

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23
Q

Semantics

A

the study of the meaning of linguistic expressions apart from consideration of the effect that pragmatic factors, such as the following, have on the meaning of language in use:
Features of the context
Conventions of language use
The goals of the speaker
synonyms, antonyms, homonyms, and
multiple-meaning words.

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24
Q

Syntex

A

is the way words are put together in a language to form phrases, clauses, or sentences.

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25
Q

The cognitive approach

A

emphasizes extemporaneous conversation, immersion, and other techniques intended to simulate the environment in which most people acquire their native language as children.

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26
Q

What are the three main types of phonics?

A

analytic, embedded, and synthetic

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27
Q

What is a root word?

A

The basic part of any word is the root. You can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word “unflattering,” the root is simply “flatter,” while the prefix is “un-“.

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28
Q

What are registers?

A

Situational context is influenced by what is being talked/written about and the relationship between those speakers.

This situational context of language use is referred to as a language register.

29
Q

What is a frozen register example?

A

Pledge of Allegiance, Lord’s Prayer, Preamble to Constitution (language that remains fixed/unchanged)

30
Q

What is a formal/academic Register?

A

Interviews, academic language in the classroom (lectures, instruction—mini-lessons), public speaking.

31
Q

What is a consultive register?

A

Talking to a boss/supervisor/teacher, lawyer, doctor, Counselor (asking for assistance)

32
Q

What is a casual, informal register?

A

Talking with friends, slang (writing drafts should allow casual before the formal draft because it “gets the information out” on the paper)

33
Q

Intimate Register

A

Language of lovers, sexual harrassment

34
Q

L1 and L2 Acquistion

A

Aquiring native or mother language is L1. Learning an new language is L2.

35
Q

Natural Approach

A
36
Q

Memorization

A
37
Q

Categorization

A
38
Q

Generalization

A
39
Q

Metacognition

A
40
Q

First and Second Language effects

A
41
Q

Idiomatic Expressions

A
42
Q

What does L1 mean?

A

native language to the learner

43
Q

What does switching codes mean in language?

A

Switching for native language to English

44
Q

What is L2?

A

Language student is learning, in this case, English

45
Q

Who is Stephen Krashen?

A

an expert in the field of linguistics, specializing in theories of language acquisition and development. Developed 5 main theories of English acquisition.

46
Q

Acquisition-learning hypothesis (Krashen)

A

has two independent systems of second language performance: ‘the acquired system’ and ‘the learned system’. This process is very similar to the process children undergo when they acquire their first language, and it requires meaningful interaction in the target language, natural communication.
The ‘learned system’ or ‘learning’ is the product of formal instruction. It is comprised of a conscious process that results in conscious knowledge regarding the language, i.e. knowledge of grammar rules. Krashen’s opinion is that learning is less important than acquisition.

47
Q

Monitoring hypothesis function

A

result of the learned grammar with sufficient time, focus on correctness, and familiarity of the rules. Used only to correct deviations from normal speech and to speech appear more polished.

48
Q

Natural Order hypothesis

A

suggests that the acquisition of grammatical structures follows a predictable “natural order.”

49
Q

Input hypothesis

A

hypothesis is Krashen’s explanation of how second language acquisition takes place, only concerned with “acquisition”, not “learning”.

50
Q

Affective Filter hypothesis

A

learner’s emotional state and can act as a filter that impedes or blocks input necessary to acquisition. Learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition.

51
Q

CALLA

A

Valuing their own prior knowledge and cultural experiences, and relating this knowledge to academic learning in a new language and culture
Learning the content knowledge and the language skills that are most important for their future academic success;
Developing language awareness and critical literacy
Selecting and using appropriate learning strategies and study skills that will develop academic knowledge and processes
Developing abilities to work successfully with others in a social context
Learning through hands-on, inquiry-based, and cooperative learning tasks
Increasing motivation for academic learning and confidence in their ability to be successful in school
Evaluating their own learning and planning how to become more effective and independent learners.

52
Q

Communitive Compentency

A
53
Q

GLAD

A

Guided Language Acquisition Design (GLAD) Model is an instructional approach that incorporates a variety of strategies to support English learners in simultaneously learning content and acquiring language.

54
Q

Immersion

A
55
Q

QTEL (Quality Teaching for English Learners) model of teaching

A

Based on sociocultural and sociolinguistic theories of learning and the central role of language in the learning process. The professional development initiative provides educators with the tools they need to help all students, specifically English learners, achieve college and career readiness.

56
Q

SIOP (Sheltered instruction Observation Protocol) model

A

Sheltered Instruction Observation Protocol (SIOP) Model was developed to facilitate high-quality instruction for ELs in content area teaching. It is used in hundreds of schools across the U.S. as well as in several other countries.

57
Q

SIOP

A
58
Q

Stage of Language Proficiency

A
59
Q

TPR (Total Physical Response) tool

A

used in SIOP for comprehensive input. It uses body movement to accelerate language acquisition. Teacher gives command and models the action: open your book; stand up; walk to the window. Students follow the directions.

60
Q

Dr. Mazano Six Step Process of Teaching

A

Step 1: The teacher will give a description, explanation, or example of the new term. (Direct Instruction)
Step 2: The teacher will ask the learner to give a description, explanation, or example of the new term in his/her own words. (Direct Instruction)
Step 3: The teacher will ask the learner to draw a picture, symbol, or locate a graphic to represent the new term. (Direct Instruction)
Step 4: The learner will participate in activities that provide more knowledge of the words in their vocabulary notebooks. (Practice & Reinforcement)
Step 5: The learner will discuss the term with other learners. (Practice & Reinforcement)
Step 6: The learner will participate in games that provide more reinforcement of the new term. (Practice & Reinforcement)

61
Q

Conversational Support for L2

A

recognize that students uses both languages to learn and benefit from classroom rich materials and resources addressing all modalities.

62
Q

ESL students’ communication competence/oral proficiency

A
63
Q

Effective transfer from L1 to L2

A

Facilitiate
Inhibit

64
Q

Instructional Conversation

A
65
Q

Knowledge of individual differences

A
66
Q

Oral language development strategies

A

Scaffolding instruction
Legends
Riddles
Poetry
Anaglogies
Idioms/figurative language

67
Q

Provide feedback for students development of L2 skills (rephrasing, modeling)

A
68
Q

Stages of Development in Communication Skills

A
  1. One way communication (silent period, listening but not speaking)
  2. Partial 2 way communication: listens and nods head with understanding.
  3. Full - two way communication: listens and responds
69
Q

TEKS for Listening/speaking

A

TESOL/TELF (1 decks)

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