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70 terms

TExES ESL 154

English as a Second language
STUDY
PLAY
Language 1 L1
Terms are used to indicate that a person has acquired the language in infancy and early childhooh & generally within the family. Level of Proficiency in language.
Language 2 L2
non-native language, 2nd language) implies the prior aailability to the individual of an L1, some form of biligualism. May indicate a lower level of proficiency.
Phonology
producing the basic sound units of language
Morphology
word formation in a language including inflection, derivation and compunding
syntax
the way in which words are put together to form phrases, clause, or sentences
Semantics
relating to menaing in language
Pragmatics
the appropriate use of language; rules for communicating effectively and responding to the needs of one's listeners.
comprehensible input
means that students should be able to understand the essence of what is being said to them
affective filter
Is a mental barrier put up the ELL student when put in high stress or anxiety or embrassess
TPR
total physical repsonse; say a single action word then perform that action
5 Stages of ESL Development
1. Preproduction, 2. Early production, 3. Speech emergent, 4. Intermediate fluency, 5. Advance proficiency
Preproduction
silent/receptive, 500 words or less; use of pictures, gestures, pointing; 6months
Early Production
1000 words, one & two word phrases; 6months
Speech Emergent
7000 words,use short sentences and ask simple questions, 1yr
Intermediate Fluency
12,000 words, make complex statements, 1yr or more
Advanced Proficiency
17,000 words, participating fully in discussions, 5-7yrs
Cognitive Processes
memorization, categorization, generalization, & metacognition
Bloom's Taxonomy
Knowledge > Comprehension > Application > Analysis > Synthesis > Evaluation
cognates
word that have a common etymological origion
Idioms
Don't use them; "start from scratch" "when the cat is away, the mouse will play"
ESL Fundatmental Language Concepts
1. Increase compreshensibility, 2. Encourage Interations, 3. Thinking & Study Skills, 4. Use of Native language to increase comprehension
ESL Teaching methods
Lingusitic Instruction, Sheltered English, Reciprocal Teaching
Lingusitic Instruction
must include initiating frequent interaction with English-specaking peers and materials for L1 & L2
Sheltered English
is an instruction in English understandable to ESL students. Use physical activities, visual aids
Reciprocal Teaching
refers to an instructional activity that takes place in the form of a dialogue between teachers and students regarding the segment of the text. Structure by 4 strategies: summarizing, question generating, clarifying, and predicting
Content based ESL Instruction
applies knowledge of effective practices, resources, and materials for providing engaging students in critical thinking
ESL Interrelatedness
Listening, Speaking, Reading, & Writing is learn concurrently
BICS
Basic Interpersonal Communicatin Skills; language skills needed in social situations, day to day lang., playground, lunchroom, school bus, parties, etc; not very cognitively demanding
CALP
Cognitive Academic Language Proficiency; refers to formal academic learning; reading, listening, speaking, writing about subject area content; cognitively demanding
SIOP
Sheltered Instruction Observation Protocol
LPAC
Language Proficience Assessment Committe
Bloom
Higher order thinking, engaging students in critical thinking
Cummins
CALP, cognitive academic language proficiency
Gardner
Multiple opportunities to learn, multiple intelligences
Instructional Delivery
Pre-teaching vocabulary, apply familiar concepts from their cultural backgrounds, apply prior experiences to new learning strategies, use hands-on strategies, Use realia-media- and other visual supports
Formal Assessment
evalutate student achievement for accountability and is measured after students have ample time to demonstrate mastery of intended objectives
Informal Assessment
is oral and done in all lessons to determine developmentally appropriate instruction
Assessment Record-Keeping Methods
Anecdontal record, observational checklist, & rating scale
English Language Learners Program
1. Transitional Bilingual, 2. Developmental Bilingual, 3. Two-Way Immersion, 4. Support Role
Transitional Bilingual
Native Language in core academic phase and slowly integrate English
Developmental Bilingual
Native Language in core academic phase and will apply when needed
Two-Way Immersion
half the class will be Native Language only and the other half of class will know both N.L. and English
Support Role
In content classes using English with the help of a paraprofessional ESL teacher helping the content teacher with that ESL student
LEA
language experience approach
ESL General Reading Skills
Phonological awareness, Phonemic awareness, sight words that are high-frequency words
Phonological
Pertaining to a speaker's knowledge about sound patterns in a language.
Phonemic
Ability to identify individual sounds, or phonemes, in a language, is the development of this awareness
Types of Standardized Test for ESL
Oral Lang. Prof. Test, Norm-Referenced Academic Achievemnet Test, TPRI/Tejas LEE, RPTE, TOP, TAKS
TPRI
Texas Primary Reading Inventory; allows a teacher to quickly gather information about the development of the student's reading concepts;engages the student with inviting tasks and entertaining stories, while giving the teacher an opportunity to gather more data to help match reading instruction with specific student needs
Tejas LEE
The Tejas LEE was developed to address areas important to the development of Spanish reading and comprehension
Norm-REferenced Academic Achievement test
Norm-referenced tests (NRTs) compare a person's score against the scores of a group of people who have already taken the same exam, called the "norming group.
RPTE
Reading Proficiency Tests in English, grade 3-12
Linguistically Accommodated Testing (LAT)
Alternative mathematics assessment process for English Language Learners (ELLs) who are LEP-exempt from regular TAKS mathematics tests in Grades 3-8 and 10. LAT results are used in the Adequate Yearly Progress Accountability (AYP) system required by NCLB
Lau vs. Nichols 1974
was a civil rights case that was brought by Chinese American students living in San Francisco, California who had limited English proficiency. The students claimed that they were not receiving special help in school due to their inability to speak English, help which they argued they were entitled to under Title VI of the Civil Rights Act of 1964 because of its ban on educational discrimination on the basis of national origin.
Castaneda vs Pickard 1981
This case was filed against the Raymondville Independent School District (RISD) in Texas by Roy Castañeda, the father of two Mexican-American children. Mr. Castañeda claimed that the RISD was discriminating against his children because of their ethnicity. He argued that the classroom his children were being taught in was segregated, using a grouping system for classrooms based on criteria that were both ethnically and racially discriminating.
Domain 1
Language Concepts & Language Acquisition
Domain 2
ESL Instruction & Assessment
Domain 3
Foundation of ESL, Cultural Awareness, & Family-Community Involvement
Krashen's 5 hypotheses
Natural Order Hypothesis, Acquisition/ Learning Hypothesis, Monitor Hypothesis, Input Hypothesis, & Affective Filter Hypothesis
Natural Order Hypothesis
'we acquire the rules of language in a predictable order'
Acquisition/ Learning Hypothesis
'adults have two distinctive ways of developing competences in second languages .. acquisition, that is by using language for real communication ... learning .. "knowing about" language'
Monitor Hypothesis
'conscious learning ... can only be used as a Monitor or an editor'
Input Hypothesis
'humans acquire language in only one way - by understanding messages or by receiving "comprehensible input"'
Affective Filter Hypothesis
'a mental block, caused by affective factors ... that prevents input from reaching the language acquisition device'
Common Difficulites in a 2nd Language
Negative Transfer (interference)- transfering rules, pronuciation; Idioms; shades of meaning in words or connotations of words
ESL Teaching Methods
Language Scaffolding (Ovando), TPR Total Physical Response, LEA Learning Experience Response, Cooperative Learning, Content-Based Learning
Scaffolding Learning
"Scaffolding refers to providing contextual supports for meaning through the use of simplified language, teacher modeling, visuals and graphics, cooperative learning and hands-on learning" (Ovando, Collier, & Combs, 2003, p. 345).
Three types of scaffolding
1. Simplifying the language: The teacher can simplify the language by shortening selections, speaking in the present tense, and avoiding the use of idioms.
2. Asking for completion, not generation: The teacher can have students choose answers from a list or complete a partially finished outline or paragraph.
3. Using visuals: The teacher can present information and ask for students to respond through the use of graphic organizers, tables, charts, outlines, and graphs.
thematic instruction
When the goal is to prepare students for academic success in classes taught in English, then ESL is best taught through lessons that teach meaningful mathematics, science, social studies, and language arts concepts simultaneously with second language objectives" (Ovando, Collier, & Combs, 2003, p. 310). Theme studies provide a meaningful context for learning technical, academic vocabulary
Cooperative Learing
is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject.