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TEXES ESL Supplemental 154

Terms in this set (194)

Title III
federal funding from NCLB to provide supplemental resources to ESL students
Comprehensible Input
language that is understood by the learner; focuses on meaning first and uses simplified speech
LPAC
language proficiency assessment committee
OLPT
oral language proficiency tests
Types of OLPT
Idea Proficiency test and WMLS
Inclusion
push in
surface culture
part of culture that you can see. for example, language
phonology
sound patterns we hear in language
phonics
associated with the sound-symbol relationship of letters; visual correspondence; know what letters match sounds
prosody
how we hear sounds; stressed vs. unstressed patterns in words; rhythm; pitch; intonation; pause;tempo
behaviorist view
language is learned by mimicking and practicing; people transfer what they know to new situations
innatist view
noam chomsky - ability to acquire language is innate; critical period hypothesis; language acquisition device (ladd); and universal grammar (ug)
interactionist view
no LAD - learn language through multiple experiences and social interactions; environment is a stronger influence than innate ability
ELPS
English Language Proficiency Standards - taught K-12, not grade specific, but specific to proficiency level; linguistically accommodated instruction
PLD
proficiency level descriptor - reading, writing, speaking, and listening; Beginner, intermediate, advanced, and advanced high
Pragmatic Competence
audience, purpose, and genre; awareness of informal vs. formal language
Syntactic and Semantic Competence
classify vocabulary to help learn new vocabulary
Readibility Scales
Fry Readibility, SMOG, raygor
Social Language Learning Strategies
ask for clarification, ask to repeat or rephrase
meaning Emphases
whole to part; interaction between reader and text; reader brings meaning to text through prior knowledge; Meaning, Structure, and Visual
Semantics
linguistic meanings of words and sentences
Morphology
rules of word formation
Phonology
sound system of language
Syntax
rules of word order in sentence formation
Phoneme
minimal sound unit of speech; smallest unit of sound
Morpheme
meaningful linguistic unit that can't be divided into smaller meaningful elements, such as book
Bound Morpheme
morpheme that can't stand alone - such as "re" need to be used in "redo" -- thinking prefixes, suffixes, and greek roots
Free Morpheme
a morpheme that can stand alone as an independent word - such as cat, in, and on
Morphology
the study of structure and forms of words including derivation, inflection, and compound words
affix
bound morpheme that changes the meaning or function of a root word -- think prefix and suffix
derivation
use of affixes to build new words from a root or base word -- such as predict to prediction
false cognate
word in another language that may have the same origin, but they will have different spellings, meanings, and pronunciation
partial cognate
similar cognates in 2 languages with similar meanings, but are spelled different -- such as fragrance (English) vs. fragrancia (Spanish)
discourse
continuous stretch of speech or written text going beyond a sentence to express thought -- conversation
language register
language used for a particular purpose or in a particular social setting - formal vs. intimate
graphemics
study of the use of orthographic signs in a writing system
grapheme - phoneme correspondence
sound that matches grapheme; phonics
syntax
the study of how sentences are formed and grammatical rules; grammar and structure of language
lexicon
list of words together with word-specific information -- how people use and store words, how people learn words, history and evolution of words
discourse analysis
study of meaningful language units larger than a sentence
pragmatics
study of the choices of language persons make in social interaction -- way we use language based on context --- eye contact, reading moods, taking turns -- friend language vs. academic language
communicative competence
ability to use any form of language appropriate to the demands of social situation -- use linguistic and cultural norms
articulators
mouth (bilabial), tongue, and lip -- labiodental, and dental
air flow/constriction
fricative vs. africative
bilabial
both lips are together -- p, b, m
labiodental
upper teeth are against the lower lip -- f, v
dental
tongue is against or between the teeth -- th
nasal
air is forced through your nose as you make the sound - -m, n, ng
glide
consonant characterized by a continued gliding motion of th emouth position into the vowel that comes after it -- w, j
voiced sound
vocal chords move
unvoiced sound
vocal chords don't move
aspiration
puff of air when spoken -- p, t, k, ch
highest front vowel
ee -- eat, ease, eel; tongue is really forward and high in the mouth
middle front vowel
e - hate, weigh, paid; tongue different
lowest front vowel
short a - fat, clap, sack ; tongue tip is forward and rest of tongue is low
high unrounded vowel
short i - fit, sit, knit -- tongue is high and forward
mid front unrounded vowel
short a/e - said, net, head; tongue is mid height and forward
word stress
when we accentuate one syllable; stress is always on a vowel
penultimate
second from end
ante-penultimate
third from end
compound word
words with 2 parts
active voice
subject performs action expressed by the verb -- the student wrote a song
passive voice
subject receives action expressed by the verb -- a song was written by the student
Jim Cummins
professor from University of Toronto that developed BICS and CALP
BICS
basic interpersonal communication skills - everyday speech, context embedded, developed within 3 years of exposure to L2 -- gestures, pictures
CALP
cognitive academic language proficiency - used often when topics discussed are cognitively demanding and context reduced; think academic language -- developed within 5-7 years without ESL methods
Language registers
frozen, formal, consultative, casual, and intimate
Frozen language
language that doesn't change -- texas pledge, please, thank you, miranda rights
formal language
complete sentences and specific word usage. This is the standard for work, school, and business.
consultative
formal register used in conversation. mixes formal and casual registers
casual language
language used in conversation with friends; slang
intimate language
language between lovers and twins. language of sexual harassment
Factors that affect L2 acquisition
similarities between languages, learning styles, aptitude for languages, age, instructional preferences, time available, social conditions, and motivation
Krashen theory
95% of language is learned through normal everyday life; 5% of language is learned through formal explicit teaching -- Acquisition Learning Hypothesis
Monitor Theory
acquisition, rather than learning, is the foundation of fluency in L2; L2 learners must be given time to think about correct use of language in order to monitor what they say or write
Motivation
need for acceptance and desire to interface with community and culture
Natural Order hypothesis
L2 parallels first language acquisition in that it's learned in the same order
Affective filter hypothesis
students have a higher achievement level when the level of anxiety and frustration is low. provide safe environment
Input hypothesis
students acquire language by understanding input that is just above their current level of proficiency -- i+1
Comprehensible input
students need instruction that they can understand -- how you make things understandable to L2 students -- realia, graphic organizers, simplified language
code switching
spanglish -- switching from L1 to L2
CUP
Common underlying proficiency
Dominant language
primary language, L1--language speaker has greater proficiency and/or uses more often
heritage language
language person regards as their native, home, and or ancestral language
language attrition
loss of a language within a person or group over time
target language (TL)
language that a child is learning as a second language
transfer
knowledge and skills learned in the native language may be transferred to english
naturalistic theory of language learning
language skills develop in a natural progression; language is an integrated whole; listening, speaking, reading, and writing are integrated; social interactions support development; life experiences
Ramirez theory
late exit in ESL is better than exiting early
Collier
bilingual education works ; need to know L1 in order to learn L2
5 stages of language acquisition
1. silent/receptive stage
2. early production stage
3. speech emergency stage
4. intermediate language proficiency stage
5. advanced language proficiency stage
silent/ receptive stage or preproduction
last from 10 hours to 6 months; words they can understand but may not be comfortable using; can understand new words that are made comprehensible to them; may involve a silent period; can answer yes/no questions
early production stage
6 months; 1,000 active words that they're able to understand and use; short 1-2 word phrases; can answer basic questions such as yes/no and short answer
speech emergence stage
up to 1 year; developed 3,000 words and can use short phrases and simple sentences; begin to use dialogue and ask simple questions; able to answer simple questions; may produce longer sentences but has grammatical errors that can interfere with communication
intermediate language proficiency stage
up to 1 year; 6,000 words; beginning to make complex statements, state opinions, asks for clarification, shares thoughts, and speaks at greater length
advanced language proficiency stage
5-7 years; specialized content-area vocabulary and can particulate fully in grade-level classroom activities if given occasional support; can speak English comparable to that of same-age native speakers
General principles for teaching ELL students
1. increase comprehensibility
2. increase interaction
3. increase thinking/study skills
4. use student's native language to increase comprehensibility
teaching strategies
TPR, dialogue journals, realia, accessing prior knowledge, cooperative learning, LEA, scaffolding, culture studies
Total Physical Response
James J. Asher in 1960's; language-learning tool based on the relationships between language and its physical representation or execution; emphasizes use of physical activity -- pick up pencil, stand up
Language Experience Approach (LEA)
uses students' words to create a text that becomes material for a reading lesson ; similar to shared reading
Dialogue journals
interactive journals
cognates
words in English that are similar or the same as words in the students' language and have the same meaning
L1 interference
students' errors are result of trying to express themselves using the structures of their native language
Information Processing Theory (IPT)
learning in chunks; organizing, elaborating, and connecting new learning with prior knowledge
Friendly texts
text that contains features that facilitate comprehension
1. text organization
2. explication of ideas
3. conceptual density
4. metadiscourse
5. instructional devices
discourse consistenty
uniform style of writing information
conceptual density
number of new ideas and vocabulary that are contained in the text
explication of information
state facts or relationships directly, instead of requiring the reader to infer
metadiscourse
author talking directly to the reader
instructional devices
text features
Readibility formulas
Fry, RAYGOR, SMOG
Listening
hearing; comprehendingl interpreting
Consonant blends
bl, st, nd
consonant digraphs
th, sh, ch, wh
vowel digraphs
ea, oa, oo
dipthongs
blended, move mouth, aw, an, ou, ow
phonograms/rime
ight, ough
Choral reading
students read together in unsion
repeated reading
students repeat lines/sentences read to them aloud
partner reading
students partner up and read together
MSV
meaning, structure, and visual
meaning
semantic cue system -- does it make sense? prior knowledge, story sense, text, and illustration
structure
syntactic cue system - does it sound right?
visual
graphophonic cue system - does it look right? sounds and symbols, words, spaces, punctuation, letters
Process writing
prewriting, 1st draft, revising, proofreading/editing, publishing
How do districts first identify students who could be LEP?
home language survey -- english + another language
PK and 1st testing for LEP
OLPT ONLY -- OLPT = NES or LES
2nd-12th testing for LEP
BOTH OLPT & Standardized tests are looked at; OLPT scores below level OR standardized score is below 40%
Non-LEP
student who doesn't qualify for ESL
LPAC
language proficiency assessment committee
How many weeks after enrollment of a suspected ESL student should LPAC meet?
4 weeks
LPAC does what at meetings
1. determines placement of LEP
2. identify/confirms LEP and NON LEP students
3. exits students
4. determines accommodations for testing
Steps to identifying an ESL student
1. home language survey
2. OLPT and/ or standardized tests
3. LPAC meets within 4 weeks to discuss if qualifies or not
4. LPAC meets to discuss level
5. LPAC notifies parent in writing and obtains permission for program within 4 weeks pending permission
Chapter 89 of TX Administrative Code
outlines requirements for district for Bilingual and ESL programs
When is Bilingual Education or ESL Programs required?
Each school district which has an enrollment of 20 or more LEP students in any language in the same grade level district-wide shall offer a bilingual education program PK-5 or offered an ESL program
Home Language Survey
Districts shall conduct 1 home language survey to each new student in the district; shall be administered in English and Spanish and/or translated into home language whenever possible; includes questions
1. what language is spoken in your home most of the time
2. what language does your child speak most of the time?
LPAC members
bilingual teacher, ESL or general education teacher, LPAC parent, and administrator -- parent can't be an employee of the district; conduct meetings within 4 weeks of enrollment and end of school year
What LPAC decides
1. designates ESL level
2. place into correct grade
3. facilitate participation in other programs like 504 and SPEC ED
4. exit/transfer out of program
5. before STAAR tests to determine appropriate assessment
Monitored ESL students
monitor exited students for 2 years; reevulate students if failing and decide if needs to be placed in ESL again
Approved OLPT tests
IPT, LAS, Woodcokc-Munon, Standfored ELP
Approved Standardized tests
ITBS, , STAAR, TAKS, Standformed, Terra Nova, CA
Asylee or Refugee
1. defined by 45 code of federal regulations
2. has form I-94 that's stamped asylee, refugee
3. inadequate schooling outside of US
4. 5 years or less schooling in US
Asylee or Refugee can be exempt from tests if
1. enrolled in ESL or bilingual program
2. Appropriate paperwork desigating he/she is an asylee or refugee
3. inadequate schooling outside of US
4. not yet to be in their 6th year in US
Linguistically Accommodated Test
LAT
LAT Tests
math and science
Elementary and Secondary Education Act (NCLB)
part of NCLB that requires states to assess all ELL's in a valid and reliable manner and provide reasonable accommodations
Texas English Language Proficiency Assessment System
TELPAS
Content Based ESL
meaning focused, student-centered, integrate reading, writing, listening, and speaking -- SIOP Models, SDAIE Model, and CALLA model
Texas definition of bilingual education
1. Use Spanish and English as languages of instruction
2. Use state adopted English and Spanish materials
3. Affective - teach in L1 and L2 to improve confidence
3. Linguistic - comprehension, speaking, reading and composition in L1 and L2
4. Cognitive - provided instruction in content areas in both languages
additive billingualist
addition of L2 and culture doesn't replace L1 language and culture; linked to high self-esteem, increased cognitive flexibility, and higher levels of proficiency in L2
dual language program / dual immersion
2-way immersion or 2-way bilingual education -- required in Texas -- goal for students to become biliterate -- can do all things in L1 and L2; gradually reduce instruction in L1 to L2
early-exit bilingual education
form of transitional bilingual education in which children move from bilingual programs to English only in the first or second year of schooling
gradual exit program
designed by Krashen in which students gradually transition from L1 classes to classes in English
late-exit bilingual education
provides bilingual instruction for 3 or more years of schooling
ESL pull-out programs
inclusion, pull-out ;; student will remain in program for a minimum of 2-5 years before bing eligible to exit
Second language content based
English program that serves students identified LEP by providing a full-time teacher certified
Communicative based ESL
approach to teaching ESL -- based on the theory that language is acquired through exposure to meaningful and comprehensible messages rather than being learned through the formal study of grammar and vocabulary
* goal is communicative competence
Content-based ESL
approach to teaching ESL that makes use of instructional materials, learning tasks, and classroom techniques from academic content areas as a vehicle for developing language, content, cognitive, and study skills
immersion
target language is used exclusively to provide all instruction
push-in ESL
inclusion
Specially Designed Academic Instruction
SDAIE, program of instruction in a subject area, delivered in English, which is specially designed to provide LEP students with access to curriculum
Sheltered English
differentiated instruction -- instructional approach used to make academic instruction in English understandable to LEP learners
* content knowledge and skills are the goals, not focused on learning the language
Sheltered instruction Observation protocol
SIOP - program model for teaching grade-level content in a way that is understandable for ELL students at the same time while promoting their English language development
Cognitive Academic Language learning Approach
CALLA - program model based on cognitive learning theory; integrates content-area instruction with language development activities and explicit instruction in learning strategies
* emphasizes active learning in which students are given the skills and opportunities to take an active role in their own learning
Bilingual Education Acts of 1968 and 1974
Title 7 - provided supplemental funding for school districts interested in establishing programs to meet LEp needs
Lau vs. Nichols
required ESL programs; there is no equality of treatment by providing students with the same facilities, textbooks, teachers, and curriculum for students who do not understand English is a form of discrimination
Castaneda v. Pickard
1981 - set the standard for the courts in examining programs for LEP students -- accountability for ESL programs
1. pedgaogically sound plan for LEP students
2. qualified staff to implement plan
3. system established to evaluate the program
** doesn't require bilingual education
Idaho v. Migrant Council
established the legal responsibility of the State Department of Ed. to monitor implementation of programs for LEP students
Title III
provides supplemental resources to loca education agencies to help ensure that LEP attain English proficiency at high levels in core academic subjects to meet state mandated achievement performance standards
Supplement vs. Supplant
LEP students need to receive everything that regular education students do; Title III funds are used to supplement ESL
Cognitive Domain
1. knowledge
2. comprehension
3. application - apply, construct, demonstrate, solve
4. analysis - categorize, analyze, sort, compare/contrast
5. synthesis - change, compose, create, design, invent
6. evaluation
Affective Domain
concerns attitudes, beliefs, and entire spectrum of values
1. receiving message
2. responding to message
3. valuing - internalize the concept of worth
4. organization - classify and order their values
5. characterization - committed to their values
Linguistic Domain
concerns the areas of reading, writing, listening, and speaking
Learning styles
1. visual
2. auditory
3. tactile/kinesthetic
Multiple intelligences
gardner's way of understanding intellect
1. visual/spatial
2. verbal/linguistic
3. mathematical/logical
4. bodily/kinesthetic
5. musical/rhythmic
6. intrapersonal - intuitive, in touch with own feelings, values, and ideas
7. interpersonal - outgoing
8. natrualist - love outdoors
bias
one-sided, distroted view
discrimination
act of treating people differently solely because they belong to a certain group
ethnocentrism
belief that one's own group is better than another group
prejudice
attitude toward a group of people, based on ethnocentrism and stereotypes
stereotype
generalization about a group of people
biculturalism
when a person has the will and capacity to negotiate between 2 sets of cultures -- positive
acculturation
one cultural group takes on and incorporates one or more cultural traits of another group resulting in a new or blended cultural pattern - positiver
assimilation
process in which an individual or group complete takes on the traits of another culture, leaving behind their original culture
culture shock
trauma you experience when you move into a culture different from your home culture
cultural considerations
family structures, discipline, food, religion, health and hygiene, time and space, gestures/non-verbal communication, life cycles, history, traditions, holidays
Stage 1 culture shock
excitement and fascination with new culture
stage 2 culture shock
crisis period - excitement turns to disappointment and there are more differences; becomes overwhelming
stage 3 culture shock
adjustment period - learn to accept culture and change their negative attitude to positive one
stage 4 culture shock
acceptance and adaptation phase - feel at home and become involved in new culture
stage 5 culture shock
reentry shock - experienced upon returning to home country; hard to readjust
Basic Interpersonal Communication Skills
BICS
Cognitive Academic Language Proficiency
CALP
Jim Cummins
BICS and CALP
Krashen
Acquisition learning hypothesis
1. monitor
2. motivation
3. natural roder
4. affective filter
5. comprehensible input
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