| Term | Definition |
|---|
| Universal Grammar | Chomsky-no dialect or language is more complex or sophisticated than the other. We are all born with the capacity to learn any language w/o formal instruction |
| LAD | Language Aquisition Device |
| Generative Grammar | set of rules that could be used to produce language |
| Deep Structure | our ideas, what we mean-derive meaning from social context |
| Surface Structure | what we say or write-literal meaning of words |
| Natural Order Hypothesis | Krashen- grammatical structures aquired in a predictable order, independent of the order grammar is taught |
| Stages of SLA | Krashen-Pre-production (silent period), early production, speech emergence, intermediate fluency, advanced fluency |
| Monitor Hypothesis | Krashen-learning is a concious process and used to monitor spoken or written output |
| Input Hypothesis/Comprehensible Input | Krashen-i+1, language input slightly above current level yields optimal growth |
| Affective Filter | Krashen-mental block can be produced by negative factors such as anxiety, low motivation, self confidence |
| Zone of Proximal Development (ZPD) | Vygotsky-distance between developmental level and level of potential development. Area between independent performance and assisted performance |
| Communicative Competence | learner's abiity to apply and use grammatical uses, form correct utterances and know how and when to use them appropriately |
| Language Interference | effect of L1 on production of L2 |
| Negative Transfer | interference of previous learning inprocess of learning something new |
| Interlanguage | language system "inbetween" L1 & L2 that student develops while learning the L2 but is neither L1 or L2 |
| SUP | Social underlying proficiency (conversational language) |
| CUP | Common underlying proficiency - commonalities between L1 & L2, skills, ideas, concepts that students learn in L1 transfer to L2 |
| BICS | Cummins-Basic Interpersonal Communication Skills - social setting language skills |
| CALP | Cummins-Cognitive Academic Language Proficiency - languatge needed to acquire academic skills and concepts |
| Cummins Quadrant | A-cognitively undemanding/context embedded; B-cognitively demanding/context embedded; C-cognitively undemanding/context reduced; D-cognitively demanding/context reduced |
| Phoneme | class of speech sounds, ie. /t/ |
| Allophone | one of a phones that make up a phoneme, ie. /t/ -> [t], [th], [ſ] |
| Monothong | one part vowel |
| Diphthong | two part vowels consisting of a vowel and a glide in same syllable |
| Reduced Vowel | occurs in unstressed word or syllable -schwa most common |
| Phonology | organization of speech sounds |
| Homophone | two words pronounced the same but different meaning, ie. carrot & carat |
| Homonym | two words spelled the same but that mean different things, ie. left & left |
| Contrastive | change of meaning by replacing one sound (phoneme) with another |
| Non-Contrastive | change in sound (phoneme) does not change the meaning |
| Minimal Pair | two words w/ different meanings that are pronounced the same except for one sound that differs, ie. team & teen |
| Palatization | when a consonant becomes like a neighboring sound, ie. [d]->[dЗ], did you eat |
| Digraph | single sound represented by two letters, ie. siNG -> ŋ |
| Consonant Digraph | ch, sh, th, wh |
| Consonant Blend | two or more consonants together and each sound is heard, ie. "blend" |
| Intonation | pattern of pitch movement across a sentence, the meaning of the sentence can depend in part on the intonation, it also helps mark boundaries of a syntactic unit |
| Graphophonics | sound relationship between the orthography and phonology of a language |
| Morphology | study of word formation |
| Morphemes | smallest linguistic unit that can have meaning or grammatical function - 1 word = 1 morph |
| Affix | added pieces to a word (prefix, suffix) - change meaning or syntactic function to what attaches to |
| Bound Morpheme | has to be attached to something else for it to mean something |
| Free Morpheme | can stand alone and mean something |
| Syntax | how words combine to form phrases and ultimately sentences |
| Subject | position immediately before verb |
| Object | position immediately after verb (direct object) |
| Prepositions | used to express thing involvedin action, possesor, spatial relations, ie. with, in, or into, for, before, without, over, under |
| Adverbs | express manner, attutude, jusdgment of speaker, frequency, time, place, cause, or degree (answer how, when, where, how much), ie. quickLY, fast, often |
| Determiners | to express definiteness, indefiniteness, quantity, ie. THE book, A table, EVERY day |
| Prepositional Phrase | preposition + noun phrase |
| Clause | a group of words containing a subject and a verb |
| Indefinite Pronouns | refer to unspecified people of things, many express some idea of quantity, ie. all, seceral, few, none, nobody, somebody |
| Progressive Form | used to indicate continuity of action vs. its completion, ie. I am singing (-ing verbs), can be used with all 6 tenses |
| Present Perfect | express an action or make a statement about something occuring @ an indefinite time in the past or something that's occured in the past and continues into the present-have or has + past participle, ie. I have watched/he has watched |
| Past Perfect | express action or make a statement about something completed in the past BEFORE some other past action or event-had + past participle, ie. I had watched |
| Future Perfect | express action or make statement about something that will be completed in the future before some other future action or event-will have or shall have + past participle, ie. I will have watched |
| Auxilary Verb | be, do, have, will ,shall |
| Modals | verbs that 1) don't take -s in 3rd person; 2) use "not" to make modals negative, even in simple present and simple past; 3) cannot be used in the past or future tenses, ie. can, could, may, might, must, ought to, shall, should, will, would |
| Demonstrative Adjectives | used to emphasize which items are being singled out and/ or distance from speaker. They are never used alone. ie, which, what, this, these, that, those |
| Articles | to identify or number the nouns they modify - a, an, the |
| Comparitive Adjectives | adding -er or "more", ie. careful, more careful |
| Superlative Adjectives | requires -est or "most", ie. most careful (the highest of the comparison levels) |
| Gerunds | verb forms ending in -ing and used as nouns, ie. SKIING is a wonderful sport |
| Indicative | mood where speaker wishes to make a statement or a question, ie. "He IS leaving tomorrow." "DOES this plane FLY to London? |
| Imperative | mood where speaker makes a command or request |
| Subjunctive | uses different form of the past and present to express matters of urgency, formality, possibility, or speculation, ie. "If I WERE..." |
| Active Voice | if the subject performs an action, ie. She sold a box of candy. |
| Passive Voice | f the subject receives an action, ie. She was sold a box of candy. |
| Independent Clause | expresses a complete thought and can stand by itself in a sentence |
| Subordinate Clause | part of a sentence but doesn't express a complete thought and cannot stand by itself |
| Predicate | what is said about the subject, always contains a verb |
| Relative Clause | cannot stand alone, conains a subject and a verb; begins with a relative pronoun (who, whom, whose, that, or which) or a relative adverb (whre, when, why); functions as an adjective (answers, "What kind?", "How many?", "Which one?" |
| Indefinite Articles | a, an |
| Definite Article | the |
| Determiners | in front of nouns to indicate if referring to something specific or something or a particular type. 3 types: definite articles (a, an, the); demonstratives (this, that, these, those); possessives (my, your, his, her, its, our, their) |
| Modifiers | words, phrases or clauses that provide description in setences |
| Idioms | commonly used phrases that are not literal but figurative, ie. "To kick the bucket." |
| Semantics | study of meaning |
| Register | variety of language used for a particular purpose or setting |
| Metacognitive | awareness of own knowledge and ability ot understan, control and manipulate our cognitive processes |
| Metalinguistic | Code Switching |
| Paralinguistics | aspects of spoken communication that do not involve words, ie. body language, gestures, pitch |
| Code Switching | switching between two languages when speaking |
| Cognates | words that have similar spelling, pronunciation and often meaning in two languages, ie. florist/florista |
| Phonics | teaching what sounds correspond to what letters and how to blend the sounds together to learn to pronunciate an unknown word |
| Frontloading | providing lots of information and comprehensible input (realia, videos, etc.) before starting a unit |
| Constructivism | reflecting on our experiences, we construct our understanding. LEarning is the process of adjusting our mental o=models fornew experiences. WE call upon and build on prior knowledge |
| Behaviorism | acquisition of new behavior; conditioning through environmental stimuli (Skinner, Pavlov) |
| Formative Assessment | happens during instruction and gives teachers information on whether they need to adjust their teaching and the students learning. Helps ensure students achieve targeted standards. Students are involved in assessing their own learning and helping others. |
| Summative Assessment | givent o determine what known @ a pint in time, ie. state assessments, end of unit tests |
| Performance Based Assessments | demonstrate knowledge, skills, process by which problems are solved, ie, group projects where students need to plan, research, synthesize information and present; portfolios; essays |
| Formal Assessments | Data driven -> standardized tests |
| Informal Assessments | aka Authentic Assessments - content and performance driven, ie. writing samples, homework, journals |
| Content Based Assessments | assess what has been learned in the content area |
| Language Experience Approach | based on activities and stories developed from the learner's personal experiences. The Stories are written down by the teacher and are read together with student until s/he associates the written form wth teh spoken form (top down approach) |
| Top-Down Reading Approach | reading for meaning |
| Bottom-Up Approach | emphasizes written text. Go from smallest to biggest linguistic units Identify letters ->words->sentence->paragraph->text |
| Strategy Based Instruction | students are giventhe opportunity ot understand what they can learn and how they can learn the language more effectively and efficiently->make aware of what strategies they can use and who/when to use them |
| Form Focused Instruction | focus on formal aspects of language (teaching grammar, spelling, intonation...) |
| Performance Based Instruction | what and why students must learn - performance tasks are directly related to standards. |
| Proficiency Based Instruction | focus on listening, speaking, reading and writing -student centered, focus on what students need, know, and can do, taking into consideration different learning styles and diveloping skills and other strategies |
| Production Based Instruction | based on the output of language |
| Content Based Instruction | acquire language while using context of subject matter |
| Multiple Intelligences | Gardner-bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, logical-mathematical, linguistic, musical, spatial |
| Grammar Based ESL | focused on language structure, function and vocabulary |
| Communication baed ESL | focused on using language in a meaningful context |
| Content Based ESL | developing language skills and grade level content learning |
| Sheltered Instruction/Structured Immersion | teach grade level material in English and in a comprehensible and engaging manner while developing language skills. Contains language and content objectives, modified curriculum, supplemantary materials, alternative assessment |
| SIOP | Shelterd Instruction Observation Protocol |
| Sheltered Classroom | can be gradespecific or an ESL class. COntent is taught by integrating langauage and content objectives in the same lesson. content is scaffolded to provide comprehensible input and modified grade level curriculum. The goal is to make content accessible while working on their English skills |
| Pull-Out ESL | students taken from regular class in small groups and the work on a specific skill |
| Push-In ESL | whole group instruction in regular class, the ESL teacher is in the regular classroom along with classroom teacher |
| CALLA- Cognitive Academic Language Learning Approach | integrates content area instruction with languge development activities and explicit instruction in learning strategies. Develops CALP skills in English through cognitively demanding activities and comprehension is assisted by contextual support. Scaffolded instruction guides acquisition of conent |
| Newcomer Program | programs designed to meet the needs of incoming ELL's with low English literacy skills and limited schooling in their L1. The goal is to acquire beginning Enlish skills and core academic skills and acculturate to school system |
| Transitional Bilingual Program | receive instruction in L1 for at most 3 years, the goal is to transition studens out into all English classrooms. Provides support in learning core subjects while learning English. L1 not developed nor attention given to its maintenace once mainstreamed. AKA - early exit bilingual program |
| Developmental Bilingual Program | continued L1 support for academics through elementary. About 40% of academic instruction in L1. Student is English proficient when mainstreamed. AKA-late-exit bilingual program |
| Two-Way/Dual Immersion | goal to develop speaking, reading, writing, proficiency in both L1 & L2. CLass is made up of 1/2 English speakers and 1/2 speakers of another common language. Instruciton goes up to 50/50 in each language. |
| Kagan Strategies | collaborative learning activities |
| Acculturation | process by which an individual adapts to a new culture |
| Aspiration | pronunciation accompanied by breathing out |
| Affective Filter | controls how much input the learner comes into contact with and how much that's converted into learning. Affected by anxiety, etc. |
| Circumlocution | the use of more words than necessary to express something, especially to avoid saying it directly |
| Consonant Clusters | group of consonants which have no intervening vowel, ie. /spl/ + /ts/ for "splits" |
| Ethnocentrism | belief that one's culture is superior |
| LEP | Limited English PRoficient |
| NABe | National Association of Bilingual Education |
| Nasalization | to make a sound nasal by lowering the soft palate so that air flows through the nose |
| Proxemics | study of distance individuals maintain between each other in social interactions and how this separation is significant |
| Psycholinguistic | studyo f langauge acquisition and use in relation to the psychological factors controlling its use and recognition |
| Semiotics | study of signs and symbols of all kinds, what they mean, and how they relate to the things or ideas they refer to |
| Silent Period | 1st stage of SLA at preproduction stage-students may not communicate during this time except in nonverbal ways |
| Grammar Translation Method | focus on grammatical rules, syntactic structures, rote memorization of vocabulary and translation of literary texts |
| Direct Method | oral language focus-instruction is in the target language with no translation to assist. Focuses less on explicit instruciton of grammar rules and structures and more on the repetition and memorization of language patterns. |
| Audiolingual Method | Rapid means of learning a foreign language (used my military). Patterns of drills and dialogue designed to develop grammatical structures and vocabulary in a highly sequential manner. Language acquisition as the memorization and recall of language patterns |
| Communicative Language Teaching | language as a tool for communicating information and ideas through teaching. Create realistic context for SLA in classroom, focus on functional language usage and ability to express self |
| Total Physical Response (TPR) | coordination of speech and action. Oral commands in target language and students physically carry them out. |
| Natural Approach | i +1 is applied- communication activities, contextualized acquisition opportunities presented, active demonstrations to convey meaning by associating words and phrases with objects and actions. Comprehension before production, indirect error corretion |
| Community Language Learning | students choose waht they want to learn, the teacher serves as a counselor. SAid to ease affective situations |
| Silent Way | presents learners with simple linguistic situations that they were to observe and then describe in the target language, focusing especially on actions they witnessed. Teacher is silent after sets up classroom situations. Learners have to work with what they know to absorb learning |
| Suggestopedia | relaxed environment (dim lights, soft music) students listen to dialogues then practice them STudents may "become" a character in the target langauge. Designed to place as much language teaching emphasis on learner personality and motication as taht typically placed on intellect |
| Lau v. Nichols | equal vs. equitable treatment for LEP students. Supreme Court ruled that schools were to provide LEP students with support to learn English and content |
| TESOL | Teachers of English to Speakers of Other Languages-organization that puts out a journal, national/international conferences, and sets language learning standards for English learners |
Combine with other sets
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