Second language acquisition
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20 terms
Terms | Definitions |
|---|---|
 Direct method (Berlitz) | Non- communicative method that involves exclusive use target/ L2 language, uses a step by step progression of meterial and considers correct translation to be very important |
| English Language Assessment | Each student with a home language other than english must be assessed in english within 30 days of enrollment |
| ESL | As distinguished from true billingual education, ESL emphasizes the submersion/ submersion+ ESL/pullout approach and where the goal is early transition. Instruct in english is looked upon as remedial. |
| Grammer | A theory or hypothesis, about the organization of language in the mind of speakers of that language- the underlying knowledge that permits understanding and production of language. |
| Grammar translation method | This is a non-communicative approach that relies heavilly on reading and translation, mastery of grammatical rules and accurate writing. |
| Home language survey (HLS) | Form completed by parents/ guardians that gives information about a student's language background. Must be on file for every LEP student |
| Immersion programs | Bilingual program similar to double or two way program. Sometimes aslo used to describe a program where L1 students are given academic instruction in a non-native language for enrichment. |
| LEP | Limited English Proficient Students |
| Maintenance Bilingual Program | Bilingual program whose goal is to maintain english learner's native language and culture. students are encouraged to be proficient in english and their native tongue. |
| Submersion | Sink or swim approach to ELD instruction. L2 students are placed in teh same classes as L1 students and required to learn as much as they can. |
| Submersion+ ESL | English learners are given a separate ESL class for a prescribed period of time, usually one hour per day. The rest of the day is spent in classes with L1 learners (pullout ESL) |
| Transition | Bilingual program whose goal is to help English learners ultimately adjust to an all english educational program. May be early-exit (2nd grade) or late exit (6th grade). |
| Two- way | Bilingual program where L2 learners recieve L1 instruction and L1 students receive L2 instruction. |
| Two- way stages | 1. allow for development of CALP 2. optimal input in both languages 3. focus on academic subjects. 4. intergrate the curriculum 5. Allow for monolingual instruction for sustained periods 6. have home school collaboration 7. empower students as active learners 8. Make sufficient use of minority language. |
| Sementics | The study of meanings of individual words and or larger units such as phrases and sentences |
| SOLM | (Student oral language observation Matrix) Form designed to help teachers assess oral language skills of students. |
| Phase or stage | periods of development that are typically used in discussion of language ability instead of ages to refer to child's process. |
| Redesignation | Developmental progress of LEP students is reviewed annually. 1. teacher recommendation 2. SOLM 3. Oral english Fluency 4. reading/ writing 5. student writing sample 6. ctbs score of 36 percentile or greater. |
| Syntax | The study of the sentence patterns of alanguage and rules that fovern the correctness of a sentence. |
| ELD | English Language development |
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