ESL TCE 572
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31 terms
Terms | Definitions |
|---|---|
 ZPD | Zone of Proximal Development |
| Enculturation | The process of Learning and Adapting to a culture |
| Authentic Activities | Relevant and genuine activities that require use of the skills being taught |
| Scaffolding | When support is given to the student in their ZPD until they can do it themselves |
| Teacher's role | Mediation; a teacher or more capable peer mediates the learner's experience by helping them make sense out of it |
| Direct Instruction | Explicit instruction by teacher, aproximation by student, followed by immediate feedback |
| Modeling | Providing a model or example for students to follow |
| Scaffolding | Chunking into small pieces and giving support to ensure success/ mastery |
| Verbal scaffolding | paraphrasing; rephrasing, chants & songs, sentence frames |
| Visual scaffolding | graphic organizers, picture word walls, timelines, charts |
| Procedural scaffolding | predictable routines such as daily schedule, turning things in the same place, using common structures (i.e., #'d heads) |
| Frey/ Fisher Model for teaching (combines all 3) | I do it We do it Ya'll do it (plural) You do it (singular) |
| Competence | What one can do under the ideal conditions |
| Performance | does not always equal competence; only shows what was done under the particular circumstances |
| Language Competence | knowing what sounds right functions of language |
| Referential Function | give and get basic information |
| Expressive Function | show attitude about what you are saying |
| Integrative Function | marks social identity or status |
| Register | a particular form of language that includes choices of syntax, vocabulary & pronunciation |
| grammatical competence | the ability to recognize & produce grammatical structures and use them effectively in communication |
| Phonology | the sound system of a language |
| Morphology | the structure of words (what endings and prefixes can be added) |
| Syntax | the ORDER of the words: AND the order of the words to convey intended meaning |
| Semantics | word meaning-how words are used to convey different meanings |
| Communicative Competence | (Pragmatics: knowing WHAT to SAY, to WHOM, in WHAT circumstances |
| Communicative competence | closely linked to understanding the culture and rules of interaction/communication |
| ELs need to learn | the rules that govern classroom interactions |
| Rules that govern classroom | entering/exiting conversations take turns in conversation body space touchy when talking |
| Strategic competence | strategies that language learners use to allow them to communicate when they don't have words; gestures, expressions, circumlocution, rehearsal strategies (including writing it down ahead of time) |
| Cognates | words from different languages that share common roots |
| Avoidance | need to teach strategies so that ELs don't avoid communication when they have something to say |
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