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ESOL 2 > Test book prep > Flashcards

Test book prep Flashcards

(94 cards)

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1
Q

labial consonant

A

consonant that makes the lips move

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2
Q

nasalization

A

when final consonant allows air to pass through nose and change sound of the vowel- “ran”

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3
Q

aspiration

A

breathing out when saying a consonant

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4
Q

assimilation

A

when sounds change due to neighboring sounds

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5
Q

diphthong

A

vowels combine to make a new sound- coin

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6
Q

elision

A

omitting a sound from a word- let’s

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7
Q

metathesis

A

mixing letters up in words when speaking

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8
Q

free vs bound morphemes

A

free stand alone vs bound- prefix and suffix

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9
Q

affix

A

prefix or suffix

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10
Q

transformational grammar

A

the deep structure of a sentence- even if the phrases are switched around the message is the same

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11
Q

interference

A

the rules of L1 interfere with the rules of L2 , grammar, pronunciation

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12
Q

language policy

A

steps countries take to ensure which languages are spoken

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13
Q

antecedent

A

a word that has been replaced by another word in a sentence- John ran; he was tired. John is the antecedent

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14
Q

relative pronoun

A

word (who, whoever, whom, whomever, that, which, when, where, whose) that introduces a dependent clause

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15
Q

interrogative pronouns

A

begin sentences to ask questions- who will attend?

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16
Q

demonstrative pronouns

A

These, that, this, those- This is a cup

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17
Q

indefinite pronouns

A

no count- anything, anyone, something, everyone

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18
Q

conjugation

A

changing a verb to match the pronoun- he is going vs they are going

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19
Q

active vs passive voice

A

Sentence begins with subject or object- Our father cooked a great meal vs A great meal was cooked by our father last night.

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20
Q

Transitive vs intransitive verb

A

transitive requires direct object and intransitive does not require direct object

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21
Q

comparative vs superlative

A

compares 2 things vs compare many things- er vs est

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22
Q

adjective clause vs adverb clauses

A

adj begins with who, what, whose, which and adv begins with whether, unless, because, once, since, before, as…

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23
Q

interjection

A

shows emotion- oh, good, wow! hey!

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24
Q

determiner

A

word before a noun that specifies the noun- the, a, these, our, much, ten

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25
reflexive pronoun
ends in self or selves and refers back to noun- He knows himself
26
sensorimotor stage
Piaget, theory of cognitive dev 0-2, explore through senses and actions
27
preoperational
Piaget theory of cog dev, 2-7 , egocentric in their own worlds
28
concrete operational
Piaget theory of cog dev, 7-11, develop rational/logical thought
29
formal operational
Piaget theory of cog dev, 11+, abstract/hypothetical thinking in their heads instead of on paper
30
Skinner's behaviorist theory
language learned by being rewarded for speech
31
audio-lingual method
(army method) reinforcement used through drills to get students to say things correctly
32
Krashen's 5 hypothesis monitor model
natural order- preproduction/silent, early pro, speech emergence, intermediate fluency monitor- fixing their own mistakes input- must be comprehensible and just above current level affective filter- comfortable environment is everything acquisition- language should be acquired rather than learned
33
Chomsky's Universal grammar
kids are born with brains wired for learning language
34
Chomsky's poverty of stimulus
children do not learn everything they need to know about language (grammar) from their surroundings
35
underextension
child does not apply terms widely enough- only refers to family pet as dog, not other dogs
36
overextension
child refers to all animals as dogs
37
interlanguage
learner develops blend of 2 languages while learning L2
38
fossilization
learners incorrectly learn something and can not easily correct it
39
morpheme acquisition order
all students go through the same basic process to learn morphemes
40
expository learning
writing to explain something (how it works- topic, details, conclusion)
41
emergent literacy
what students need to know before they learn to read and write (phonemes)
42
early stage of literacy
students make sense of text and can discuss
43
transitional stage of literacy
students can decode text and summarize
44
fluency stage of literacy
read extended text and can evaluate text
45
direct/ natural method
learn through authentic exposure, not forced to speak
46
induction
learning grammar while speaking and listening
47
grammar-translation method
students taught in native language but grammar focused on target language- not forced to speak target language
48
communicative approach
language learned through communication- realistic scenarios
49
task-based instruction
students create or are given a real-life task that can be checked- planning a party
50
the Silent Way
teachers try to be silent and allow students to make mistakes and work on pronunciation- no translation
51
cuisenaire rods
manipulative colored rods used for arranging sentences
52
push-in model
ESOL teacher joins regular classroom and co-teaches or provides small group instruction
53
pull-out model
ESOL teacher pulls out small group to focus on vocab and grammar to aid in mainstream class
54
content-based instruction
ESOL teacher uses core content to have students practice communication
55
discrete language skills
directly teaching phonics, grammar, syntax
56
semi-authentic materials
adapted materials to fit needs of the students- modified version of Romeo and Juliet
57
Tactile learners
need to TOUCH things to learn
58
lateralization
halves of brain begin to operate separately
59
test reliability
when a test yields same results over time when taken by different groups of students
60
test validity
when a test assesses what it is supposed to asses (measures math instead of understanding of questions)
61
ESSA
Every Student Succeeds Act - replaces NCLB and reissues the older ESEA ensuring all students are taught to high standards
62
reclassification
criteria (usually state test scores) that decide when ELLs should go back into regular classrooms
63
ACCESS
Accessing Comprehension and communication in English state to state - annual assessments provided by WIDA to help schools measure ELL progress
64
ESL instructional model
students placed in regular lessons and teacher differentiates
65
Bilingual instructional model
students placed in regular classrooms, taught in L1 and supplemental materials given in English
66
one-way dual language model
provides curriculum in 2 languages to all ELLs in one class
67
two-way dual language model
provides curriculum in 2 languages to all ELLs and English speakers in one class
68
Sapir-Whorf hypothesis
a person's language controls their culture, thoughts and actions
69
linguistic determinism
belief that language controls all thought and action
70
linguistic relativism
belief that language partly controls thought and action
71
monochronic culture
value being on time
72
polychronic cultures
value social relationships- it's ok to arrive really late
73
acculturation phases
honeymoon, hostility, humor, home
74
SIFE
students with interrupted formal education
75
Keys vs school district 1, CO
ruled schools in Denver were segregated
76
Lau vs Nichols
ruled schools in CA must provide ELLs with English instruction
77
WIDA
collection of states providing programs to support ELLs
78
Migrant Education Program
programs in every state that aid ELLS in graduating and being able to succeed in the real world
79
AMAO
performance goals for ELLs
80
ESL paraprofessional
staff assigned to assist ELLs with translation, paperwork, lessons, etc
81
IDEA
individual with disabilities education act
82
LEP
limited English proficiency
83
NABE
national association for bilingual education
84
false friend cognates
two words that look alike but have different meanings
85
epenthesis
pronouncing a letter that should be silent- aposTles
86
vowel reduction
a vowel sound is shortened (ex to schwa)
87
object pronouns
pronouns taking the place of nouns- me, you, him, her, them, us- do not function as subjects
88
Whole language approach
teacher works as facilitator with authentic materials to teach whole words vs phonics where students are taught to break words into phonemes
89
mechanics
capitalization, punctuation, spelling
90
semiotics
study of symbols in writing (h for hot on faucet)
91
What is the Silent Way of instruction?
the teacher is as silent as possible allows students to fumble through conversation with each other, only intervening when necessary
92
tactile learner
learns by touching and manipulating vs kinesthetic that learns by moving
93
high context vs low context cultures
high context (collectivist) rely on context and low context rely on verbal expressions
94
chronemics
how time plays a part in communication

ESOL 2 (1 decks)

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