TESOL vocabulary

Created by eflclassroom Teacher

Major vocabulary for language development and TESOL Guess the acronym http://eflclassroom.com/flash/acronyms.swf Visit our Teacher training page http://eflclassroom.ning.com/page/teacher-training

Stages of Second Language Development

Preproduction...Early Production...Speech Emergent...Intermediate Fluency...Advanced Fluency

Preproduction

1 to 3 months...non verbal responses...activiely listens...responds to commands...reluctant to speak...TEACHERS: use gestures, realia, pictures...do not force students to speak

Early Production

1-2 word answers....mostly present tense verbs....TEACHERS: ask short answer questions...yes/no...either/or

Speech Emergent

Several months to 1 year...participates in small group activities...short phrases...some L1...grammar errors...TEACHERS: ask open ended questions...performance based assessments

Intermediate Fluency

3-5 years...struggles with abstract, cognitively demanding subjects, especially with literacy...few grammatical errors...TEACHERS: provide comprehensible & interactive activities...teach thinking & study skills

Advanced Fluency

5-7 yearss...developed content area vocabulary...participates in grade level activities with minimal support...TEACHERS: continue to support students as necessary

Krashen's Natural Approach

focus on natural communication...speech will emerge...goal is the learn BICS for everyday situations

BICS

Basic Interpersonal Communcation Skills...social & conversational language...2-3 years to understand social language..."recess talk"

Affective Filter

think of a car window...down: info passes through and students learn...up: high level of anxiety, blocks info from reaching learner

Cummin's Iceberg Model

surface features to two languages (top of two separated icebergs)...concepts are transferable from L1 to L2...CUP

Student Support Schema

4 quadrants of cognitive and lingusitc demands...TEACHERS: have cognitively demanding tasks that are context embedded

CALP

Cognitive Academic Language Proficiency...proficiency in the context reduced academic language...7 or more years to become proficient

Instrumental Motivation

learning L2 to achieve goals...for a career...corporation sends Japanese businessman to US for language training

Integrative Motivation

learning L2 to intergrate with culture...for immigration or marriage...Japanese-American parents send kids to Japanese language school

Fossilization

aka stablization...plateaus with L2...so accustomed to an error that he does not hear the correct use even though he is relatively fluent

Chomsky

born with capacity for language (aka universal grammar)...part of brain call the LAD (Language Aquistion Device)

Grammatical Approach

L2 is learned by memorizing rules and patterns...isolated from meaningful context

Behaviorism

learning is based on stimulus repsonse...Pavlov and Skinner were notable behaviorist

Grammar-Translation Method

associate with Greek & Latin...focused on grammatical rules, syntactic structures, rote memorization...time spent talking ABOUT language, but no time talking IN the language

Direct Method

learn best by listening in large quantities...connecting words and prases to actions and objects...L1 translation not allowed

Audiolingual Method

memorization & recall of patterns...patterned drills & dialouge to develop grammatical structures & vocabulary in a sequence

The Communicative Approach

student centered...communication based...not in a sequence...must provide context for authentic communication

Constructivism

meaning from experiences...born with ability to acquire language comprehension...enviromental interactions

The Silent Way

teacher is silent...students describe what they observe in L2...L1 not used...students develop their own critieria for language acquisition

The Natural Way

aka Krashen's Natural Approach...language develops naturally in stages...comprehension preceeds production...communicative goals guide instruction...interactive activities lower affective filter

Suggestopedia

fear of language learning stops rapid acquisition...create a relaxing environement to enhance acquisition...students see text in L1 then L2...use conversation, retelling, role playing...downfall was budget cuts

Community Language Learning

students choose what they want to learn...collaborate with each other...teacher is conselor...L1 is encouraged...similar to Natural Approach

Top-Down Method

traditional view at the contextual level...Listening, Speaking, Reading, Writing

Bottom-Up Method

traditional order is reversed...writing taught first...students develop quicker because it is a private activity so the affective filter is low

Cognitive Approach

learner centered...learning functions (memory & cognition)...explicit teaching of learning stategies in communivative ways

CALLA

Cognitive Academic Language Learning Approach...scaffolding, critical thinking & learning strategies guide learning...gradual release of responsibilities

SIOP

Sheltered Instruction Observation Protocol...rubric to make content material comprehensible...preperation, building background, comprehensible input, learning strategies, interation, practice & application, lesson delivery, review & assessment

Zone of Proximal Development

span between with help & without help...Vygotsky's theory...instructional level is just beyond independent ability, but not unattainable (i + 1)

Total Physical Repsonse

student respond physically to lessons...Simon Says

Bilingual Education

part of day in L1 other part in L2...students are able to keep up with grade level work while learning English

Dual Immersion Education

native & non-native work together...all students learning through two languages being translated back to back...students assume leadership roles, grade level instruction in both languages...strive for bilingualism & biliteracy

Transitional Bilingual Education

first aquire fluency in L1...goal is to transition into English only classroom asap...3 years of lessons in L1 while learning L2...many skills transfer to the L2 later

ESL Pull Out

most expensive, least effective...common in elementary schools...students pulled out for a portion of the day to recieve instruction in ESL

ESL Collaboration/Push In

most of day in mainstream...team teaching & team planning...ESL instruction is integrated into the content areas using listening, speaking, reading, writing, study skills, content vocabulary & cultural orientation

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