How can we help?

You can also find more resources in our Help Center.

26 terms

esl mtel theorists and terms from practice test

STUDY
PLAY
Krashen
requires natural interactions, students will pick up grammar rules naturally by being immersed in L2 , need to interact with language w/o worrying about being corrected
Chompsky
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
Pinker
we are predisposed to learn language; language is a human instinct (disciple of Chompsky)
Bernstein
language is part of class and people use certain codes when speaking
Labov
created the term of ebonics
Rossel and Baker
students of different L1s together; teachers use English and aida to focus on content rather than language
Piaget
children think before they speak; speaking just reflects this thinking; language is a way for children to represent their world
Hymes
there is a connection between society, culture and language
Gersten
early exit bilingual; some initial instruction in L1, primarily for reading but also for clarification, instructions in L1 are phased out rapidly
Lambert
Transitional bilingual: initially instruction is 90% L1 then shifts towards English
Pinker
we are predisposed to learn language; language is a human instinct
Ramirez
Late exit bilingual: students continue to have 40% of instruction in L1 even after classified fluent in English
Bernstein
language is part of class and people use certain codes when speaking
Labov
created the term of ebonics, African American English has its own rules and should be respected
CALLA
Cognitive, Academic Learning Model -Like SIOP because both target the big content, but CALLA is less detailed, not as specific as SIOP model
CUP
Common Underlying Proficiency (Cummins) An ELL learner has knowledge of an academic concept in the first language quickly grasps the concept when it is introduced in English
Fishman
the connections among language, nationality, and personal identity; language will live as long as it is socially used, involved with language revival
comprehensible input
make content comprehensible while building language
alphabetic principles
letters making a word have corresponding sounds, letters and sounds can be placed together to build words
pragmatics
understanding the social use of language, cultural, understanding the message, social use
register
specific language for specific content, a style
ie teachers talk about IEP's non teachers may not understand
syntax
grammar
semantics
meaning
fossilization
relatively permanent incorporation of incorrect linguistic forms into a person's second language competence. Could be the result of too many green lights when there should have been correction.
inflectional suffixes
an inflection that is added at the end of a root word
register variation
the change in language based on where the communication is happening, how the communication is taking place, who is talking to whom, and about what topic: Who , What, Where and How