ESL MTEL
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66 terms
Terms | Definitions |
|---|---|
 natural approach | natural genuine learning situations where they use both conscious understanding of a language and subconscious (take cues from visual and commands) |
| communicative language approach | focus on students communicating naturally in second language; conversation instead of grammar; teaching strategies: role play, games, interviews, negotiation |
| integrated language teaching | reading, writing and speaking are integrated; content and lanugage instruction are integrated; collaborative and supportive environment |
| effective strategies for oral skills | frequent testing and surveys, speaking and vocabulary games for practice, flashcards, commands, visuals |
| communicative competence | ability to understand appropriate behaviors and language for various situations |
| informal methods to assess oral language | interviews, oral reports, summaries, descriptions, presentations, dialogue journals |
| formal methods to assess oral language | MELA-O, Woodcock Munoz Language, IDEA |
| interpretation of oral language results | assess student in both language and see if the problem is just in on language, look for educational history and family history, pysch exam in L1 |
| strategies for teaching reading for literate ELLs | connections between reading strategies, teach alphabetic and phonemic differences, use read alouds, partner reading and modeling, and explicit instruction of vocabulary |
| strategies for teaching reading for non-literate ELLs | teach sight words, language orally, introduce written words, provide clues to remind, teach direction of reading, |
| relationship and transfer of 1st language reading skills | rely on students'phonemic awareness in 1st language and make explicit the differences, effect on pronunciation and decoding strategies, mostly positive and helpful |
| factors that affect L2 reading development | literacy and literate background in L1, learning disability, academic experience, cultural background knowledge |
| adaptation of reading instruction | explicitly teach vocabulary, grouped reading, multiple assessments, culturally relavant instruction, age-appropriate instruction, teach phonemic awarness and phonics |
| sheltered strategies and reading intervention approaches | 1) students should have access to early literacy programs in L1 2) early assessments in L1 for learning disabilities and literacy level 3) provide grade-level content in English by giving simple directions 4) comprehensible input 5) make connections and use clear baackground 6) teach reading strategies and focus on vocabulary 7) word webs and KWL charts |
| advantages of reading assesment | frequent leveling to scaffold students to higher levels |
| IDEA | The IDEA Oral Language Proficiency Test assesses four basic areas of English oral language proficiency: Vocabulary, Comprehension, Syntax, and Verbal Expression which includes Articulation; testing for mainstreaming |
| Language Assessment Battery | tests speaking, reading listening and writing, used to place ESL students |
| BIlingual Syntax Measure II | tests oral skills for grade 3-12; can be used for placement and language development for IEPs |
| MEPA | basic reading and writing skills |
| Language Experience Approach | approach to writing instruction from personal experience; stories about personal experiences are written by teacher and read together until learner associates written form of word with spoken; can also be a group activity restating stories read by teacher |
| Dialogue Journal | journal kept by two people, usually student and adult |
| approaches for teaching writing instruction | building background, modeling text type, guided practice and independent writing |
| knowledge of writing process for ELLs | brainstorming, outlining, drafting, revising and editing; teaching revision can be hard for students to rearrange and rephrase ideas |
| selection of purposeful writing activities | writing about personal experiences, writing for a purpose, KWL< word wall, text reconstruction, sequencing sentences, cloze reading and writing, jumbled sentences |
| formal elements of written English | narrative, poetic, expository, persuasive |
| informal writing assessments | teacher feedback, formative assessments (analytical-micro analysis and holistic analysis) |
| interpretations and use of assessment information | affects placement, focus on mechanics and content strategies, future lessons |
| strategies for teaching subject matter and for developing ELL CALP | 1) providing comprehensible input 2) providing explicit instruction 3) integrating content and language objectives 4) supporting students' use of English to discuss and consider subject matter content |
| comprehensible input | way of speaking and explaining that the students can understand (modeling, visuals, hands-on activities, demonstrations, gestures,body language |
| explicit instruction in academic language and vocabulary | KWL charts, vocab development, student experiences,illustrations, webbing |
| integration of content and language objectives | practice strategies for marking up the text, review objective several times in class |
| student discussion of subject matter content | group discussion, hands-on, engaging, partners, independently, students can apply content and language objectives, 4 corners, send a problem, jigsaw |
| adaptation of content material for ELLs | graphic organizers, rewrite dense texts, books-on-tape, jigsaw reading, highlighting concepts for newcomers so they do not have to read the whole thing, marginal notes, outlines to help students take notes, teacher-created study guides that go with textbooks |
| promotion of content area learning | using visuals, explicitly teaching cognitive strategies, permitting students to use dictionaries |
| Woodcock Munoz Language Survey | tests CALP in Spanish and English; provide information on student's cognitive and academic language proficiency; individually administered; in both English and Spanish; test for ESL to determine bilingual eligibility; can also be used to identify LDs |
| Gersten SEI Theory | Early Exit Bilingual: some initial instruction in L1, primarily for reading but also for clarification, instructions in L1 are phased out rapidly |
| Ramirez SEI Theory | Late Exit Bilingual: students continue to have 40% of instruction in L1 even after classified fluent in English |
| Lambert SEI Theory | Transitional Bilingual: initially instruction is 90% L1 then shifts towards English |
| Rossel and Baker SEI Theory | SEI: students of diff. L1s together; teachers use English and aids to focus on content rather than language |
| Dialect diversity in English | ELLs learn more than 1 standard English, many dialects |
| Bernstein Sociolinguistic Theory | language is part of class and people use certain codes when speaking |
| Hymes Sociolinguistic Theory | there is a connection between society, culture and language |
| Labov Sociolinguistic Theory | created the term of ebonics, African American English has its own rules and should be respected |
| Cohesion (discourse feature) | how sentences connect structurally (ellipsis, conjunctions, etc.) |
| use of pragmatics (discourse feature) | changing the word order changes the meaning |
| semantics (discourse feature) | words with connotative meanings (dual meanings) |
| coherence (discourse feature) | how topic is organized as a whole |
| syntax | system by which sounds and words are organized |
| morpheme | smallest unit of meaning in language (e.g: act, cat, pre) |
| lexicon | total stock of morphemes in a language |
| phoneme | smallest unit of sound in language (sss in snake) |
| interlanguage development | the emerging language system person creates based on L1 and L2 knowledge to communicate in L2 |
| language transfer | student applies knowledge of L1 to L2 |
| role of 1st language on 2nd language | more academic understanding you have in L1, more you can apply to L2; cognitive development in L1 at home helps L2 |
| factors that affect L2 acquisition | age, motivation/attitude towards L2, learning style, environmental factors, personality, status of L1 and culture in L2 |
| cognitive processes needed to internalize language rules and vocabulary in L2 | memorization; categorization and generalization (categorize and generalize vocabulary); metacognition |
| Stages of Language Acquisition in L1 | needs interaction (nativisit vs. nurture) |
| Stages of Language Acquisition in L2 | silence, nonverbal, understands more than can produce; early speech production to speech emergence to intermediate fluency |
| CALP | (Cognitive Academic Language Proficiency) ability to function in academic L2; takes 5-7 years |
| BICS | Basic Interpersonal Communication Skills: surface skills students pick up in 1-2 years of being around native L2 speakers |
| Krashen 2nd Language Acquisition Theory | requires natural interactions (not grammar drills), students will pick up grammar rules naturally by being immersed in L2; need to interact with language w/o worrying about being corrected |
| Pinker Language Acquisition Theory | we are predisposed to learn language; language is a human instinct |
| Piaget Language Acquisition Theory | children think before they speak; speaking just reflects this thinking; language is a way for children to represent their world |
| Chomsky Language Acquisition Theory | Chomsky says that children are born with a knowledge of the principles of the grammatical structure of all languages, and this inborn knowledge explains the success and speed with which they learn language. |
| Vygotsky Language Acquisition Theory | zone of proximal development: teach students one step from their mastery zone; students need interaction to learn a language; language does not exist in a vacuum (sociohistorial context) |
| Basic Inventory of Natural Language (BINL) | oral language test for tracking language development and progress; tests oral language proficiency |
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