Upgrade to remove ads

Only $2.99/month

FTCE Esol k-12

Terms in this set (431)

The beliefs, customs, values, attitudes that distunguise one group from another.

Sapir Whorf Hypothesis

Humans thoughts and actions are determined by the languages that person speaks a person's culture is strongly related to the language they speak. Culture is transmites through language.
Culture and language are related.

linguistic determinism

Human thoughts and action is TOTALLY controlled by language.

linguistic relativism

States that language only partially influences human thought and actions.

The study of the spacial requirements individuals have in relations to each other.

The rules and standards a group uses to determine what are appropriate and innapropriate, expected and unexpected behaviors.

Samples of American cultural norms

Informality, punctuality, voice opinions, personal Space, grown children move out, live far, equality, personal hygiene, sexuality (explicit, conservative), close relationships with pets

Immigration laws

Several laws restricting immigration were first passed during the late 1800s

Individualism cultures

Cultural aspect where the culture is characterized by value placed on the individual and individual accomplishments.

Collectivism cultures

This culture prioritizes the needs and outcomes of groups such as the greater community.

Non verbal communication

The use of gestures, facial expressions, body language, and even distance

high context cultures

culture in collectivist culture the context and relationship among speakers figures importantly in communication

Low context cultures

Often seem loose and informal cultures.

Monochronic cultures

Linear with one event happening at a time. Value punctuality

Polichromonic cultures

Are able to conceive of many happenings at once. Flexibility is valued over punctuality.

Chronemics is the study of:

Time in communication

The process of adapting to a new culture

4 stages of acculturation

Honeymoon, hostility, humor, home.

Students with interrupted formal education
Challenge in learning English
Low academic performance
Unfamiliar with classroom structure
Low understanding of classroom behavior

Margarita Calderón

Research in effective instruction for SIFE. There are several reasons for the interruptions.

Cultural assumptions

Beliefs people hold due to their culture

To hold an oversimplified belief that all people from a certain group or with certain characteristics are the same.

Moving from one place to another

Movement to one place from another and sometimes refers to individuals and families.

The study of production of sound

The study of Sounds and patters

The way the voice raises and falls

Smallest unit of language that can convey a meaning

The study of how morphenes are combined to make words

how words are put together to form sentences and phrases

The study of Meaning of words and sentences

International phonetic alphabet

A way to visually represent sounds.

Made by vibrating the vocal chords

voiceless sounds

Made without vibrating of the vocal chords.

place of articulation

The point where two speech organs come together to make a sound.

Lips come together as in the sound of the letter m

Air comes through the nose when making a sound such as the n sound.

A sound is made with a burst of air out the mouth as in the letter h in hope.

Assimilation (sound)

When a speech sound is changed due to the sounds near it. Some unique sounds arise with the combination of letters.

A sound made when one vowel sound blends with another vowel sound. They are challenging to non English speakers.

Consonant clusters

Groups of two or more consonants (Pl in place) These pose a challenge to non English speakers

inserting an additional sound in the middle of a word

Epenthesis Example

"bu-lue" for "blue
"puh-lace" for "place"

Keyes vs school district no 1 (1969)

In Denver Co. The first case involving a large number of Latino students. In 1973 the Supreme Court was in favor of the plaintiffs and gave latino the same rights desegregation gave the African American students.

Lau vs Nichols 1974

Chine students sued San Francisco unified school districts the schools had an abligation to provide English learning instruction to non English speakers in order for them to receive adequate education. Required that schools receive federal funds for programs to adsress the language issues.

the federal goverment used to guide implementation of bilingual education for LEP students.

Equal Opportunity Act 1974

States that no state shall deny the access of equal education by "failing to take appropriate action to overcome language barriers that impede equal participation by its students in its educational programs.

Castañeda vs Pickard

ELL programs must meet three requirements.
*Based on sound academic theory
*Adequate resources and personnel to implement it.
*Must conduct evaluations to determine if language barriers are being overcome.

Requires that LEP students be placed in a language instruction education program

Language programs

*Placed for the development and attaining English proficiency and states students academic achievement standards.
*may make instructional use of both the native language and English to enable the child to develop and attain English proficiency.

Every Student Succeeds Act
It replaces the NCLB which has a major emphasis on high stakes standardized tests.

Home Language Survey

Initial screening given to the family of enrolling students to help determine which languages are being spoken in the home. IF A LANGUAGE OTHER THAN ENGLISH IS SPOKEN A FORMAL DIAGNOSTIC IS GIVEN to determine proficiency level in all skills. Parents must be notified if a child is determined to be ELL

Annual Measurable Achievement Objectives for tittle 3
*Increase towards proficiency
*Increase reaching proficiency
*AYP (Adequate Yearly Progress) toward content knowledge

World-Class Instructional Design and Assessment
Development of ELP standards for member states.
Development of corresponding assessment.
ACCESS Accessing Comprehension and Communication in English state to state
It is a consortium of states that strive to advance quality programs for ELLs

Migrant Education Program MEP

Provision of NCLB created to ensure that all migrant students reach challenging academic standards and graduate with a high school diploma or GED that prepares then for responsible citizenship future learning and productive employment.

English language proficiency exams
Assessments created by the states to measure the students English skills.

Anual Measurable Achievement Objectives
Performance goals for ELLs

NCLB ELL requirements

States assess ELL with state develop ELP
Develop target AMAO

Working together with content teachers to determine language objectives and key vocabulary.

parallel teaching

both teachers teach the same content to 2 equal sized groups sometimes they can switch groups.

station teaching

Students move through various stations set up in the classrooms and teachers work with them in small groups.

Lead and support teaching

One instructor assumes the lead role with the other providing support as needed.

Team Teaching Model

Each teacher takes an equal role in teaching all the students in the classroom

Esl Para profesionals

Education professional whose role is to assist the ESL teacher and the ELL student.

Parent tool kits

Contain relevant information that will help parents navigate the school and it's culture. Should be when possible bilingual. School awareness packages

Dual Language resources

Resources to parents in native languages to give parents information regarding school and it's practices.

Integrated services

A system where all agencies are working in cooperation and ELLs and their families have access to streamlined and connected range orlf needed assistance.

ESL teachers often take this role in support the ELL families.

Cultural liason

Helps groups from different cultures communicate and work with each other.

Community services

Volunteers participate in a required structure endeavor to lend a hand to organization and non profits in their communities.

Teacher, advocate, cultural liaison

project based learning

Teaching method that challenges students with complex real world projects or problems to solve collaboratively within a group typically over a period of time.

school based enterprises

programs in which schools set up small businesses to teach job skills. Focus on tangible goods. T-shirts. Coffee...

Temporary positions with a business or organization designed to provide job training

Center for applied linguistics
Online resources and technical assistance

Dave's ESL cafe

Online meeting place for resources to teachers and ESL students.

National association for bilingual education

Office of English language education by the USA department of education

TESOL is the acronym for

Teachers of English to Speakers of Other Languages
Association of professionals in the field with international reach. Promotes standards

Learning English in a non English country

Learning English in an English speaking country.

When sounds are omitted from the pronunciation of a word

When sounds are rearranged in a word

The way our voice raises and falls in speech. Pitch

The emphasis placed on particular syllables or words.

vowel reduction

reduction of a vowel to schwa or other short vowel in unstressed syllables or weak forms. Shortening or dismissing a vowel sound.

A morphenes that must be attached to a word to have meaning such as /er/

Morphenes that can stand on their own. (play)

stem/root morpheme

represents core meaning of the word

Prefix or suffix a bound morphene that can be added to a root word to change its meaning.

inflectional morphemes

affixes that can be added to a morpheme without changing its part of speech/suffixes

derivational morpheme

a morpheme that creates one word from another

The arrangement of words and phrases to create well-formed sentences in a language.

Transformational grammar

Revolutionized the study of grammar by turning the focus away from semiotics and meaning towards the system of rules that dictate sentence structure (Noam Chomsky)

The study of the Meaning of words and sentences

All the meanings, associations, or emotions that a word suggests

The dictionary definition of a word

An expression that has a meaning apart from the meanings of its individual words

Interference (negative transfer)

When language learners incorrectly apply rules of their native language to the rules of the language they are learning.

Apear to be the same word but are not.

Field of study that emphasizes how language is used in specific situations to accomplish goals (meaning in content)

Speech acts of one or more words that contain a single idea and surrounded on both sides by silence the context of the situation and relationship btw the speaker and listener.

Sociolinguistics

The study of language and it's relationship to society and culture. It influences language policy.

Language policy

Set of actions a government takes to regulate what languages is/are spoken in the given country.

Regional and social dialects

Language variations that are commun to the people in a certain region or social group

pidgin language

When elements of two or more languages are combined in a simplified structure and vocabulary. Simplified mode of communication. Creole is a nativized pidgin

communicative competence

ability to use language appropriately in social interaction as well as in correct terms of rules and structure.

World Englishes

Varieties of English spoken accents.

Linguistic competence

Knowledge of the linguistic components of a language.

Sociolinguistic competence

Using the language in a socially appropriate way and understanding register

Degrees of formality differences in setting considerations of context

Discourse competence

Ability to effectively arrange smaller units of language like phrases and sentences into cohesive works like letters speeches conversations and articles.

Strategic competence

Ability to recognize and repair breakdowns in communication through strategic planning and or redirecting.

Basic interpersonal communication skills
Social skills students use in everyday life when socializing.

Cognitive academic language proficiency
Language needed for academic work and study.

8 parts of Speech

noun, pronoun, verb, adverb, adjective, participles, conjunctions, interjections.
(Determiners-9th one)

NAMES Persons, places, things, idea
PROPER
IMPROPER
Compound nouns (FireTruck)

Take the place of a noun (minimize repetition)

Relative Pronouns

Who, which, that, whose (subjective Case)
Whom (Objective Case)
Person WHO
Thing WHICH
Possessive WHOSE

Interrogative Pronouns

What, where, why, who, when, how which, whom

Demonstrative Pronouns

Draw attention to something or someone
THIS, THAT

Indefinite Pronouns

Simply replace nouns to avoid unnecessary repetition (another, anybody, neither, no one, several, many, some, any , none) Dont have a clear definition

Action, State of being

Past, present, future
simple
continuous (ing)
perfect (1 helping verb)
perfect continuous (2 helping verbs)

the process of changing the spelling of a verb and or adding helping verbs (tense and person)

the subject of the sentence performs the main action of the sentence

the action itself and NOT the individual is emphasized

A noun that receives the action of the verb

Transitive Verbs

require a direct object (The pitcher will throw the ball. Ball is the direct object/throw is the transitive verb)

Intransitive verbs

These do not require a direct object. They make sense without an object (run, jump, go)

describe or modify a noun, it can be a word or a phrase, or a clause numbers also serve as an adjective
Comparative, superlatives

describe or modify verbs, adjectives and other adverbs (answer the questions where? When? why? How? How often? To what extent? Under what conditions?
Comparative, superlatives

a dependent clause that modifies a verb, adjective, or adverb in the main of independent clause of a sentence
Because it was raining, I decided to take an umbrella (Modifies decided)

Relationships of time and space within a sentence
after the party(Time)
under the cushions (space)
Common (from, in, into, along)
Compound )according to, as of, as well as,)

short words that connect words, phrases or sentences
Coordinating conjunctions: and, but, or, so, for, nor, yet (Fanboy)
Correlatives conjunctions: whether/or, neither/or, neither/nor, both/and, not only/but also
Subordinating conjunctions: (join dependent clauses (Because we love pizza, we treat ourselves during football season to several orders

Expreses emotion oh, ah!

Articles an/a/the

nouns formed by adding ing to a verb

Pronoun reference

needs to clear to avoid confusion

point of view of the sentence

habits and unchanging general truths and facts

to talk about thing that happened, began and ended

to talk about events in the future
will/going to

present perfect

to talk about events in the PAST that happened in an unspecified time.
helping verb have+past participle
We have traveled to Canada several times.

to talk about n event in the past that happened before another.
helping verb had+the past participle
We had finished dinner when she brought out the cake

to talk about something in the future that will be completed by a certain time or before another event.
helping verbs will have+the past participle

what the sentence is about

describes what the subject is doing

a group of words that communicate a partial idea and lacks either a subject or a predicate

prepositional phrase

begins with a preposition and ends with an object of the preposition
The dog is hiding under the porch (under the porch)

composed of the main verb along with the helping verbs
The chef would have created another cake but the staff protested (would have created)

a noun and its modifiers
The big, red barn rests besides the vacant chicken house. (big red bars, the vacant chicken house)

appositive phrase

a type of noun phrase that renames the word or group of words that preceded it.
My dad, a clockmaker, loved antiques

begin with a word that would normally act as a verb but is instead filling another role within the sentence

begin with a gerund

participla phrase

a verbal phrase that acts as an adjective start with either present participles (ing) or past participles (ed)
Enjoying the unobscured view of the night sky, Dave lingered outside the cabin for a short while.

infinitive phrase

a verbal phrase that may act as a noun and adjective or an adverb. Infinite phrases begin with the word TO
To visit Europe had always been her dream

contain both a subject and a predicate
independent or dependent

independent clauses

can stand alone as its own sentence
The dog ate her homework

dependent clauses

(subordinate) cannot stand alone as their own sentences. They start with subordinate conjunctions, relative pronouns or relative adjectives.
Because the dog ate her homwork

simple sentences

one independent clause

compound sentence

2 or more independent clauses

complex sentence

One independent clause + one or more DEPENDENT clauses

compound complex sentences

2 or more independent clauses + one or more dependent clauses

end marks
periods
questions marks
exclamation points

listing
join independent clauses and conjunctions
introductory words
set apart extra clauses
before quotation

possession
contractions

quotation marks

set apart the exact words

to let a reader know that a list or explanation is coming

to join two closely related sentences that could each stand on their own

Language Learning

comes through DIRECT instruction

Language Acquisition

subconscious process in which language is internalized without deliberate intent

Jean Piaget (Cognitive)

developmental psychologist that established a COGNITIVE theory of development that includes four stages (foundations of many teaching practices)
Cognitive development

first stage of Piagets theory
birth to 2 years
physical interactions and experiences
trying and testing
language at this stage in purely a physical skill
begin acquiring language by experimenting with the various sounds their mouths can make

Second stage of Piagets theory
2-7 years old
intelligence is demonstrated to a child's use of symbols. They begin to talk constantly but it may be with little purpose/no meaning. Speech is simply thinking aloud No awareness of others viewpoints, a child may narrate only her own actions

concrete operational

Third stage in Piagets theory
7-11 years old
demonstrate increased intelligence through logical and organized methods of thinking.
inductive reasoning to apply specific examples to general principles less egocentric.
(Piaget postulated that some people remain in this stage.)

formal operational

Fourth sage in Piagets theory
11 year old and on
demonstrate intelligence through logical use of symbols and their relationships to abstract concepts. Capable of using both inductive and deductive reasoning. Full capacity to use language for multiple purposes including debating abstract theory discussing philosophy and using logic

B K Skinner (Behavioralist)

Behavioralist theory
learning is based on the use of behavioral models and the use of rewards and repetition
suggest that the repeated exposure to stimuli can create learning. The more frequently the behavior is performed the more quickly it becomes a habit.
Behaviors become habits

a group of words and rules that compose an individual's working knowledge of language.

audio-lingual-method

WWII new method of language instruction so that soldiers could learn to communicate with foreign soldiers.

set of 5 hypothesis developed by STEPHEN KRASHEN

Stephen Krashen

"No fundamental differences in the way humans acquire first language and other languages" 5 Hypotheses Monitor Model
innate ability to learn languages comes by just listening conscientiously in order to create meaning.

acquisition learning hypothesis

exposure and formal instruction in grammar and syntax. Only authentic acquisition will allow the learner to use language effectively

input hypothesis

comprehensible input is necessary for students who are in the process of acquiring new language
(comprehensible input-language slightly above the student's current grasp, allows him to use his current language while gaining exposure to new information)

monitor hypothesis

knowledge that is gained through formal learning is useful in certain settings such as in written work and in self correcting when time permits. helps students solidify their understanding of their new language
What we know to self correct

natural order hypothesis

language is attained in a foreseeable pattern by all learners (frustration comes when a students is not prepared to learn)

effective filter hypothesis

addresses the emotional risks inherent in learning new language (stressors)

Universal Grammar (Chomsky)

Noam Chomsky
children are born with the innate ability to understand the human voice and to distinguish between different parts of language. Specifically if they are able to understand differences in phomenes, the smallest elements of sounds that allow for distinguishing between words.

Universal Grammar theory
people are born with the innate ability to lean and follow the rules of language

blank slate-a commonly used term when discussing child development and psychology

poverty of stimulus

Chomsky believed that grammatical laws must be a constant in humans because of poverty of stimulus which means that children are not born with enough exposure to their native language. Children's capacity for language acquisition cannot be explained by exposure alone

Stages of First language acquisition

pre speech stage
babbling stage
one word stage
two word stage
early multiword stage
later multiword stage

Pre speech stage

infants learn to pay attention to speech, inflection, and rhythm before they begin to speak. Initial vocalizations may be expressions of discomfort like crying or the byproduct of involuntary actions such as burping At 2-4 months expressions of comfort such as cooing

play by controlling the pitch of their vocalizations to create squeals or growls. They change the volume of their sounds bases upon friction snorts or raspberries. infants learn to create sequences of consonant vowel sounds

characterized by a child's use of a single word to convey a full meaning.to identify an action, to convey and emotion, or to name something. (underextension/overextend)

very narrow definitions of a word. (One word stage)

when one word defines multiple things like when a child calls all animals with tails doggy

around the second year of a child's life vocabulary acquisition rate of about one to three words per week until about 40 words are learned word combination begin to appear

Early multiword stage

(telegraphic stage) hiildren are most likely understood by their caretakers. Begin to use elements of grammar and longer sentences. tend to leave out parts of speech

later multiword stage

by age 5 children average 4 to 6 words per sentences and can experience vocabulary increase of as many as 20 words per day. by age 8 28300 words

one applies knowledge of first language into another

Possitive transfer

when a student finds similarities between their native language and and english and use those similarities to AID their learning.

similar words in one language to English
comprender-comprehend

words that appear similar but are different in meaning.
comprar (to buy) not compare

Negative transfer (interferance)

when students incorrectly apply rules from their native language to English

students often mix words from their first language IN with the language they are learning

will have an impact in the pronunciation of words while they are learning/stresses and intonations of various words can be tranferred

stages of second language acquisition

pre production
early production
speech emergence
intermediate fluency
advance fluency

time when language learners are unwilling or unable to communicate
influenced by personality/culture
teacher must create a safe environment during this period

the learner's present understanding of the language they are learning.characterized by the tendency to OVERGENERALIZE speaking and writing rules HELPS THEM MOVE FORWARD IN THEIR LEARNING

the point in second language acquisition when a learner's progress freezes and further linguistic development is unlikely

morphene acquisition order

the pattern in which the knowledge of these elements (morphenes) is gained as people acquire language

(Silent period) may have up to 500 words they refrain from speaking. Respond to visual clues Parroting, repeating what they hear this helps in building their vocabulaty

early production

1000 words receptive and active vocabularySingle word or two or three word phrases and can respond to questions and statements as such. Enjoy engaging in musical games or word plays that help them to memorize language chunks

speech emergence

3000 words, they are able to chunk simple words and phrases into sentences that may or may not be grammatically correct Likely to participate in conversation with Native English speakers. Can understand simple reading when reinforced by graphics or pictures (support)

intermediate fluency

6000 words They are able to speak more complex sentences and to catch and correct many of their own errors Willing to ask questions to clarify what they do not understand May be able to communicate fairly well. but with large gaps in their vocabulary and in their grammatical and syntactical understanding of the language

advance fluency

have achieve cognitive language proficiency in their learned language. Demonstrate near native ability and use complex multi-phrase and multiclause sentences. (idioms and accents might still be a struggle) essentially fluent

intrinsic motivation

ones personal drive to succeed/self determination and desire to take control of they language acquisition (long time effects, genuine interest)

extrinsic motivation

relies more on external rewards, it propels language learners they work for rewards This rewards has to hold some value to the student

language modeling

providing accurate examples of speech and language for language learners
formal/informal

informal language modeling

age appropriate academic language as they conduct class address behaviors and teach lessons, this exposure increases the learners familiarity with the language and sets the tone for the class

Formal language modeling

takes a simple specific goal referred to as TARGET and involves learners in developing the skill through practice (target language)

comprehensive input

new information that the student is able to understand because it is introduced along side information they already know. This creates learning

to support students and to allow them to grasp what might be otherwise out of reach (instructional scaffolding) asking questions. offering contextual details, visual clues and aids. provide a model of the thought process

read/write/think/speak/understand

phonemic awareness

phonemes (the smallest) are sounds NOT the letters to used to represent that sound
learners abilities to identify and use various phonemes will aid them in their understanding of spoken English
belt (b-e-l-t)
shell )sh-e-l)

the symbols used to represent phonemes. single letters of a group of letters that represent a sound.

spelling pronunciation

mispronouncing a word because of its spelling

standard conventions of written English

the grammar the usage and mechanics rules that govern the proper production of the English language
There are always exeptions in conventions

Grammar (usage)

the set of rules that apply to properly structure sentences, it covers how words function within a sentence and how they are combined into various structures

the generally accepted ways in which words and phrases are used in different contexts

rules of print that do not exist in spoken language (Capital letters, spelling, punctuation, proper paragraph)

genres Englsih writting

narrative
descriptive
expository
argumentative
procedural

as early as preschool (retelling familiar stories)
plot, characters, figurative language

describing things so that the reader are ale to form pictures in their minds of what its being written

this is most frequently used. it is used to explain and inform. supported with facts and information

argue a position on something. Chose a side and explain why the position is stronger than the oppositon

writing provides readers with information about the necessary steps to accomplish a particular task

rhetorical pattern

the type of organization used in a written piece
listing (brainstorm)
chronological order
cause and effect
classification
compare/contrast
problem and solution

literacy development

these are approaches used throughout the country to ais students in reading and writing skills.

Whole Language approach

language should be considered in its complete form before braking it down. Ability to communicate is the primary goal. Conventions are taught in response to students questions.

Phonic/skills based approach

specific skills in reading, writing and speaking are targeted and practiced each day (rehearsal and review) Students become accountable for their own learning responsibility transfer from the teacher to the student as they become proficient in generating their own learning.

Language experience approach

uses learners prior knowledge and experiences to generate specific lessons The experiences are written down and the resulting text is used as reading material, the material used to teach conventions must come from the student

stages of literacy development

Phonetic awareness
emergent literacy
early stage
transition stage
fluency stage

phonetic awareness

knowledge that words are made of specific sounds help learners separate words into individual sounds which then aids them in transferring those sounds into their corresponding letters.

emergent literacy

competencies that are usually developed in early childhood and preschool.listening is the key component in making meanings of sounds. For second language learners this begins the moment they have their first experience with the English language. They begin to identifying letters and words and consonant blends (sounding out helps in transferring words to paper) Focus on sound

the learners use of multiple strategies to predict and understand words, visual cues, use their understanding of linguistic patterns to make meaning of what they are reading, discussions help them understand the text

transitional stage

start reading independently steady reading pace and an understanding of multiple strategies that can be used to decode difficult texts. discussions helps them futher explore.

mastered skills students demonstrate the ability to maintain meaning throughout longer and more complex text.

phonological awareness

understanding that language is made up pf sounds, syllables, rhythm, words and patterns. Phonological awareness in their native language helps them in succesfull acquisition of a second language

knowledge trnasfer

the ability to transfer learned abilities from their first language to a second.

inform teachers and parents
measure achievement against national data
to guide how curriculum is designed
meet educational needs
identify strengths and weakenesses
measures students skill levels

tests and standards

need to have validity, reliability and practicality

purposeful teaching techniques
classroom materials
strong classroom management
grounded in proven theory
the district's program model

Direct method (instruction)

natural method of language instruction states that 2nd language should be acquired in much the same way as first language. Targeted language through repeated exposure in authentic language usage supportive by pictures, objects and pantomine
Not forced to speak, will speak when ready

not being explicitely taught grammar but rather having it learned as students build vocabulary and sentence which with they can understand grammatical structure (Direct Method)
Imitation Trial/error

Direct method instruction ususally

begins with exposure to simple questions aimed at eliciting simple responses in the target language. the questions become more progressively challenging to reach sentence length responses
syntax and grammar can be learned through practice

grammar translation method

Writing and reading focus
teaching students in their native language concentrating in grammatical rules of the target language. Emphasizes translating between languages in activities that allow students to develop reading and writing. Development of reading skills develop vocabulary, allows greater understanding of figures of speech and idioms
Students are not required to SPEAK the target language (opposition)

audio lingual method

oral bases approach to language instruction developed by linguistics and behavioral psychologists. Original intended for military use.(Army method) Key languages for specific situations. Target language through repetition (drills) move on when learners are confident about the previous material. REWARDS for correct responses!
practice and behavioral conditions

communicative approach

a combination of several methods of language instruction, is based on the notion that successful language acquisition comes from the need to communicate real meaning
(communicative language teaching
task based instruction)

communicative language teaching (CLT)

student's ability to communicate through interactions in the target language. In CLT students use authentic texts and realistic scenarios to practice skills they would use outside the classroom.

communication competence

a persons knowledge of grammar and syntax as well as his or her ability to interpret and execute appropriate social behaviors and conversational elements such as idiomatic expressions and cultural slang

Task based instruction

these lessons are designed around the completion of a task that are either assigned by instructors or selected by students. Learners carry out activities with real outcomes to learn real life skills.

total physical response

(usually beginners) provides the opportunity to acquire language by listening and following spoken commands. Students not required to speak only to follow the commands. Commands become more complicated eventually use props and the begin to interact with the world around them expanding vocabulary and comprehension

the idea the language learning should be much like problem solving and discovery learning. Teachers are silent most of the time in order to promote student participation and experimentation. LEARNING focus not teaching focus. Avoid translation, repetition, memorization. NO rewards, no criticism. Manipulatives are very important in this method

cuisenaire rods

along with fidel charts and sound color charts used in the silent way of teaching
These are sets of colored rods of different lengths that can be manipulated to demonstrate prepositions relationships, comparisons, represent objects...ect

display/arrange english words according to their sounds

sound color chart

working with sounds that exist in their native language in order to learn the sound of english words

PUSH IN programs

intenteded to maximized the time English language learners spend in the content classrooms. ESOL teachers travel to content classroom providing additional support and services to language learners

ESOL teachers together with the content teacher to create lessons, assessments and activities that address the need of all the students in the classroom

(most effective push in method)
ESOL and content teacher play an important role, they take turns delivering the lessons. ESOL teacher is an expert in accommodations. ESOL teacher leads the classroom in scaffolding and differentiating for the language learners

Small group instruction

ESOL teacher takes a group of language learners during independent work time and reinforces or reteaches skills that were covered during the content lesson

one on one instruction

most useful for writing and reading
most often used to assess reading and writing skills. Frequent one on one can have a negative impact.

PULL OUT programs

in this method ESOL teachers take small groups of language learners out of their content rooms for limitted parts of the day. Common in elementary school. Specialized instruction focusing on vocabulary and grammar, objectives that will enable them access to academic content. (30-45 minutes) This is best for those students who need language development quickly
Divided in levels so the students feel comfortable
Some students may fall behind in content areas.

sheltered instruction

provides English language learners with access to appropriate grade level content while supporting their need for ongoing language instruction Students in these programs DO NOT attend classes with English speaking students but study the same curriculum

Sheltered instruction Observation Protocol

SIOP
It was designed to increase the academic achievement of second language learners by supporting their linguistic development and making grade level academic content comprehensible

lesson preparation (1)

teachers prepare lessons that are purposeful, accessible and relevant, clearly define content and educational purposes, content adapted to level

building background (2)

direct connections are made between student's prior learning and background experiences and the new material being covered. Key vocab is taught and emphasized prior to the lesson

comprehensive input (3)

teachers use language that is appropriate for their students accounting for speed, pronunciation and students' proficiency levels, repeat frequently, avoid slangs, and idioms.

learning strategies (4)

scaffolding, teachers explicitly instruct students in higher order thinking and metacognitive skills to encourage student's comprehension and retention of material. Lessons provide ample opportunity for students to rehearse their cognitive skills.

interaction (5)

time to interact with their teacher and with one another in order to fully engage with the material they are learning. Extended discussions allow students to gain deeper understanding of the concepts and to internalize new knowledge

practice and application (6)

hands on materials and manipulatives are used throughout the lessons in order for students to practice and apply content knowledge to their language learning. Connections between abstract concepts and concrete skills.

lesson delivery (7)

content and language objectives are clealy and continuously supported throughout lessons. Engagement is achieved through discussions in which students are able to talk about lesson concepts and ideas and through HANDS ON activities.

review and assessment (8)

reviews, assessment and feedback are incorporated into daily activities. Review concepts and vocabulary throughout as well as in the conclusion of every lesson, teachers provide constructive feedback regularly

teaching techniques

a teacher should exposed herself to many teaching techniques

academic standards

define content and language objectives because they define the knowledge and skills that students must attain at each grade level

content area standards

identify what students are supposed to learn throughout a given time period in a specific content area, so that all students learn the same material and gain the same skills, each content area has it set of standards which are tested annually such as those included in THE COMMOM CORE CURRICULUM. All standards must be met by the end of the school year

content objectives

identify what students should be able to do at the end of a content area lesson, these are usually the same for all students because they are aligned with the content area standards

language objectives

describe how ESOL students will demonstrate their mastery of language materials by reading, writing, speaking or listnening

language objective criteria

*formed using task of the content area
*emphasize the communicative skills of speaking and writing
*they use active verbs to name targeted functions
*specify targeted language knowledge or skills that students will need to complete tasks
*they focus on language that is suitable for students' use in other context

cognitive strategies

help students retain and organize the knowledge that they gain
effective readers, skim titles, headings, and pictures for information before reading a new text so teacher must teach these skills

strategies that aid student sin their learning (6)

comprehension strategies
writing strategies
problem solving
readoning strategies
self regulation strategies
metacognitive strategies

comprehension strategies

help students process and retain content
monitoring, using text structure, summarizing, elaborating, and explaining

writing strategies

help students complete unstructured tasks by emphasizing the importance of planning in order to conceive and organize ideas (brainstorming)

problem solving strategies

help students understand a problem to develop a plan to solve it, which ways they can use to achieve a specific goal

reasoning strategies

help students determine what they believe to be true or false, correct or incorrect, creation of arguments and counter arguments

self regulation strategies

help students monitor their behaviors master self regulation so that they can be successful in self monitoring and evaluation, time management and goal setting

metacognitive strategies

THINKING ABOUT THINKING reflections of one's own thinking process and knowledge, these skills allow students to identify their prior knowledge on a topic, recognize what they do not know and know and determine what they still need to learn

direct instruction

identify what is known and what is not
plan
keep a thought journal
talk about thinking
self evaluate (checklists help)
debrief

Prior knowledge strategies

introduce vocabulary before content (prior words knowledge help them learn new ones)
use graphic organizers, outlines and diagrams (visualize)
brainstorm ideas about the topic or content
ask questions about the content or topic or things related to it.
Activating prior knowledge can aid students in the transfer of language skills from their native language to the second.

discrete language skills

those aspects f language that are governed by rules such as phonics, grammar, and syntax. Some strategies in the classroom focus on helping student develop these

integrated language skills

most classrooms focus on these skills. those capabilities that allow students to practice and apply their knowledge of different elements of language simultaneously

content based language instruction (integrated)

(specific to a subject) involves the use of subject matter as the basis for practicing communicative skills.

task based instruction (integrated)

(to complete a specific task) the students to participate in communicative acts in order to complete a particular task Assignments that integrate skills

basic interpersonal communication skills (BICS)

Social development. Applied when students use contextual support to aid in language learning and delivery. Face to face interactions provide non verbal cues that support students understanding and aid in there ability to interpret mwaning

Cognitive academic language proficiency (CALP)

Academic language. The learning and understanding of academic language. Few contextual and social support to aid their understanding: academic discourse does not offer the opportunity for gestures and facial expressions the way casual conversation does.

Multisensory Strategies

Teaching strategies that use vision, hearing, touch, and movement. Use multiple senses. Constant interraction between student and teacher

Authentic material

Created by native speakers to be used by native speakers. Most everyday objects. The use of these can make lessons in the target language more relevant to students.

Semi authentic materials

Materials created by native and non native speakers based on original materials. Adapted to fit a lesson plan. Specifically designed to meet students level.

teacher's employ a number of practices which aid in creating environments that help students develop language proficiency

Best practices for LITERATE students.

Language rich environment
Teach them strategies
Support their English development with their native language.
Use instructional strategies that bridge the gap between language an content learning.
Correlate language standards and assessments with content areas.
Know the unique linguistic and academic needs of all ESOL students.

Best practices for NONLITERATE

Evaluate oral skills.
Remember that everything is new
Process will be slower.
Celebrate small achiemnets
Repeat thing slowly and frequently
Materials from most concrete to most abstract.
Teach them how to be students.

Materials for the classroom

They help in content areas. Provide opportunities for authentic communication

Visual learners

Visual learners learn through "seeing" and methods such as posters, visual aids, flashcards, illustrations, charts and graphs, visual resources, computer graphics, videos.

Auditory learners

People who learn best by listening.. Spoken instructions, speaking and listening,xrwating songs, creating stories, reproduce sounds with ease.

Tactile Learners

Learn best by touching and manipulating things.trace words, touch flashcards, bard games, props and toys, models, clocks, puppets.

Kinesthetic learners

learn best by physical movement. While body movement. Experiments, gestures, motions, act out lessons, incorporate action and movement.

Analityc learners

Learners that focus on the details, concentrate on grammar and ayntaz rules structured lessons logically. Clear objectives, activities with missing words or letters, concentration games

Global learners

Focus on the big picture and they show very little interest in specific details. Group activities, writing stories, making up games, vocabulary and they can use in making stories, conversations without restrictions.

Level appropriate materials

Materials should be slightly more difficult than the students existing knowledge

age appropriate materials

These materials help students to progress. Materials should be appropriate for their age and understanding level.

culturally appropriate materials

These materials take into account the students background experiences and interests. This helps the students feel comfortable. Relatable and relevant.

Internet websites

Language learning websites offer opportunities for students to Hine in their skills through games, activities, web quests.

Computer software programs

They grasp students attention and engage them in lessons that can be geared to specific needs

Everyday materials that help create an authentic environment. Interraction creates new knowledge.

audiovisual aids

a presentation aid that enhances a verbal message through sight and sound

cognitive function that relies more on one side of the brain than the other. It is easier for a student to lean a 2nd language before this happens.

Critical period hypothesis

States that language acquisition after puberty is more challenging because of thw firm localization of the language processing to the left hemisphere of the brain.

Important guideless for ESOL programas

Students need to learn at their own pace.
Thematic and linguist contents should align for students
ESOL and content areas teachers should plan together.
Class sizes should be kept small.
ESOL teachers and students should meet on a regular basis.
Language lessons should focus on communicative skills.

Affective domain, strategies

Defines how people deal with emotional things such as feelings, motivations and attitudes, Students learning experiences will be influenced by their daily experiences.

Level appropriate environment

Classroom decor should represent different levels of ability. An appropriate environment for learning.

Language rich environment

An environment aorroinded by language.. Word walls, extensive libraries, posters.

Posters made by members of the class that outlines, describes, or explain a topic that would be covered in class.

Constructive feedback

Helps students not lose their confidence and foster a successful relationship between teacher and student.

Independent learning skills

Personalize what they are learning and take ownership of their skills development. Motivate. Self monitor

Activities to foster independent learning skills.

Scaffolding
self monitoring
Modeling behaviors
Maintaining open communication that focuses on students learning and achievements
Providing open feedback

receptive skills

skills that require students to receive and interpret a message or idea such as reading and listening

productive skills

speaking and wirting activities rehearse production skills.

it is a means to gather information, measure students skill levels and programs, inform teachers, parents and other stakeholders, measure achievement against national data, helps guide design curriculum, about what the students know, meet educational needs, identify strength and weaknesses

Content Knowledge (assessment)

language proficiency
determine content knowledge

tests and standards need to have...

validity, reliability, practicality

a test demonstrates reliability if a test produces the same predictable results under different conditions and in different settings CONSISTENT OUTCOMES

a test demonstrates validity if data shows that it measures what it purports to measure in a specific content
content validity
construct validity
criterion related validity

content validity

when items on a test are shown to measure the content knowledge they purport to measure (alignment) test is aligned with the subject matter

construct validity

demonstrated when items on a test are shown to adhere to underlying construct, concept, theory or hypothesis

criterion related validity

when items on the test are shown to measure specific criteria, or predetermine standard,

current criterion--the results align as expected with other tests that measure similar criteria

predictive--participant scores reasonably predict future outcomes

the ease of assessing, administrating and scoring of tests.

proficiency test

most common for language learners, to measure their english language abilities

language domains

commonly tested skills, reading, writing, speaking, listening

literary assessments

help place English learners in instructional programs that are appropriate (group or individual)

individual literacy assessment

administered one on one between examiner and student

group literary assessment

administered by one examiner to a group of students

Basis Inventory of Natural Language (BINL)

used to measure oral language proficiency in one of 32 different languages by asking students to describe a set of images (individually) measures proficiency based on FLUENCY, level of language, complexity and average sentence length of students responses (oral)

Language Assessment Scales (LAS)

designed to measure the oral proficiency and reading and writing abilities to students K-12 (speaking which includes listening is administered individually, reading and writing in group) (all 4)

Bilingual Syntax Measure (BSM)

BSM I is used with students grades K-2, the BSM II used with students 3-12 Both measure oral proficiency in English and/or Spanish MUST be administered individually (Oral)

Idea Proficiency Test (IPT)

used to measure the oral proficiency and reading and writing abilities of K-12 studets IPTs measure vocabulary, syntax and reading for understanding and are available both in English and Spanish
(all 4)

Woodcock Munoz Language Survey

individually administer assessment that measures cognitive aspects of language proficiency in the form of vocabulary usage, verbal analogies and letter word identification

Elementary and Secondary Education Act of 1965
NCLB was a Reauthorization of ESEA
enacted as part of Presidents Johnson's war on poverty
Equal educational opportunities for all students

No Child Left Behind (NCLB 2001)

NCLB 2001
reauthorization of the ESEA provides federal funding for language instruction programs for english learners on the condition that identified students meet the same content achievement standards as all general education students regardless of language barriers

Accountability (NCLB)

districts and schools and educators are held accountable for students performances

Every Student Success Act (ESSA)

ESEA was reauthorized by Obama in 2015 Continues government efforts to provide equal opportunity for all students without some of the more inflexible and punitive conditions of NCLB

They are used to determine if a language other than English is spoken in the home. If a another language is found to be spoken in the home the districts are required to do a placement test

English Language Development programs

English Language Proficiency ELP

Instruction for English and language learners is guided by curriculum aligned to ELP standards. These range from beginning to intermediate to advance

Limited English proficiency

Fluent English Proficiency

reclassification criteria

used to determine when English leaners have achieved the language skills necessary to succeed in English only classrooms

determine when English learners no longer require English language programs and services

Receptive Language Skills

Abilities that relate to understanding language that is RECEIVED from an external sources such as oral directions, and commentaries and visuals, sounds, and written words. Assessment of RECEPTIVE skills measure READING and LISTENING abilities.

Production Language Skills

abilities related to producing comprehensible language from within such as in WRITING and SPEAKING abilities. These skills are also referred to as EXPRESSIVE language skills.

Standardized Assessments

those that use standard mean of scoring individuals who are responding to the same set of instructions and/or questions. They measure individual ability in relation to predetermined and established scoring criteria.
Unit tests
quizzes
checkilsts
rating scales
questionaires

Large Scale standardized tests

(National Education Standards)
used to assess student language proficiency or academic achievement across a range of state of national education standards

performance based assessment

to provide a holistic perspective of individuals student's strength weaknesses and abilities and learning styles. Uses open-ended scoring based on teacher's observation measuring student ability in a wider content that incorporates creativity, innovation. insight, collaboration and other abilities that do not lend themselves well to qualitative measures
(portfolios, performances, project exhibitions, and classroom participation)

Portfolio assessment

performance-based means of measuring student's progress over time through work samples observational notes and student teacher reflections
(writing assignments, long-term projects, visual art pieces, photoraphy, videos)

diagnostic assessment

provide detailed information about a student's current levels of performance and help determine the curriculum and instructional methods most appropriate for that student's needs TO DETERMINE THE INSTRUCTIONAL NEEDS
(home language survey is a type of diagnostic assessment)

progress monitoring assessments

administered on a regular basis to document an monitor a student's language proficiency and academic growth. Help in determining what is working and what is not working

Administers annually to measure a student's (identified as an English learner) progress in English Language proficiency
Accepting Comprehension and Communication in English State to State provided by the WIDA

6 language proficiency levels (Identified by WIDA)

entering
beginning
developing
expanding
bridging
reaching

Measure of Developing English Language (WIDA consortium also provides these measures) These assessments can be used to identify and place English learners as well as to monitor their progress

also provided by WIDA which is a diagnostic assessment NOT a progress monitoring assessment, it can be used to screen English learners for proper instruction programs and placement

English Language Proficiency Assessment for the 21st Century
ANOTHER SEPARATE CONSORTIUM of states, its goals are aligned to the English Language Proficiency Standards developed by the Council Chief State School Officers (CCSSO), which determines the state's college and career ready (CCR) standards for English language arts

content area assessment

performance based, formal, standard, informal (it can be done in several ways)

Standardized Classroom assessments

observational or interview checklists
observational or interview rating scales
Grades
Standarized tests or quizzes

Observational or interview checklist

Check off lists demonstrated according to a criteria

Observational or interview rating scales

rate on a pre-developed scale, the scale provides levels of proficiency aligned to specific constructs or concepts

grades on a predetermined criteria assigned percentage or points based on how well a student has met the criteria

Standardized tests and or quizzes

measure student's understanding of TAUGHT concepts, points for accurate responses to questions

Perfoemance based classroom assessments

Observational notes
Work Samples
Guided shared or interactive reading
retelling and or paragraphing
audio or video taping
journals or logs
student conference

Observational notes

keep notes of students behaviors, actions, questions, and responses from class discussions

Keep samples of written or visual work that represents new understanding or language proficiencies in PORTFOLIOS that illustrate progress over time

Guided, Shared or interactive reading

students read and teachers listen and not repetitions, substitutions, insertions, omissions, or self correction as the students reads aloud

Retellling or paraphrasing

students use their own words to retell or paraphrase a concept, to see if the studetns comprehends

Audio and video taping

record students engaged in learning activities or presentations in order to illustrate their ability to use a set of skills collectively

Journals or Logs

teachers have students keep a reading log, writing folders and/or science journals to respond to learning experiences or materials Help in determining what concepts need re-teaching

Student conference

One on One with students to review work and ask questions to see how well a students comprehends classroom materials and assignments

self and peer assessment

students are active and participate in monitoring and taking responsibility for their academic growth, empowers them to gain mastery of concepts, goal setting, guided practice, assessment tools and portfolios.

students set learning goals that they want to achieve and they monitor their achievement of those goals

checklist (self and peer assessment)

inventory of criteria they must meet, teacher must explain each criteria and the requirement to meet it

Rubrics (self and peer assessment)

specific set of objectives chart that provides a rationale and focus on a small number of specific objects, they allow a student to review assigments

reflection logs (self and peer assessment)

They set their own goals and growth progress and gives them an opportunity to identify next steps and see areas of improvement and see questions that they need to ask

portfolios (self and peer assessment)

they help the students see their own growth, provide students with concrete evidence of their process towards leaning with evidence of their knowledge

Section 504 of the 1973 Rehabilitation Act

prohibits discrimination on the basis of disability in public and private programs that RECEIVE FEDERAL money

American with Disabilities Act, prevents discrimination in employment, public services and accommodations based on disability

Individual with Disabilities EDUCATION Act (IDEA)

mandates that ALL children with disabilities receive the HIGHEST standard of public education free from discrimination and tailored to their UNIQUE learning needs

Learning Disabilities

processing problems that cause people to have trouble in learning and using certain skills such as reading, writing, listening, speaking and doing math. Able students who process information differently

IEP (Individualized Education Program)

this specifies the educational goals for the student and the specific services the student will receive.

this occurs when a test that was originally developed for use in one language, for example English, is translated to and administered in another language. This ALTERS the original conditions under which the assessment was shown to have reliability and it nullifies the scores

occurs when a test offends of penalizes a test taker due to items related to socioeconomic status, gender or ethnicity. This can cause items to be more vague and difficult to answer for one group of students than another in spite of abilities

word by word, refer back toi the content of reading material where that answer is defined word by word.

inferential items

(Read between the lines) these require the test taker to read between the lines in order to determine what an author is implying (sometimes these items display cultural bias because inference comes from our cultural background)

criterion reference assessments

measure test takers results according to a pre-established criterion or performance standard related to a specific content domain. They provide information regarding the students mastery of the material. Criterion tests are needed in order to go from one level to the other.

Norm reference assessments

Measure students performances in comparison to the performance of similar students, Students scores are compared to those from an initial sample of test takers or NORMATIVE GROUP. Used to rank students and differentiate between high and low achievers across a broad spectrum of skills measuring individual performance within the content of a group

objects/materials that the students can touch an move around in order to help them learn

using test results to differentiate instruction for diverse populations

differentiated instruction samples

using visuals, providing learning centers, assigning individual tasks, providing manipulatives, allowing for more thinking time before accepting response, offering one on one instruction, providing background information, defining relevant vocabulary, simplifying text, adjusting assignments for manageability

language proficiency

Levels of proficiency are determined by assessments

one language approach

ESL and bilingual program approach

Mixed language approach

Dual language program approach

grade level placement

Must be age appropiate as language development needs are most effectively addressed in the context of an age similar peer group

In a bilingual instructional model English learners are placed at the appropriate grade level in classroom in which most of the instruction are given in the primary language with supplemental instruction in English

in this model a common grade level curriculum is taught in two languages that represent the primary and secondary languages of two student groups (two way dual)

one way dual language

curriculum is taught in two languages that represent the primary language and the secondary language of the ENTIRE group

ESL instructional model

English learners receive differentiated instruction in a classroom where English is the PRIMARY language used

Purpose of assessment for English learners

to ensure that student instructional needs are being met and that learning is taking place

Honeymoon Stage

students are delighted with their new culture All the new things seem interesting and fun.

Hostility Stage

Homesickness sets in. They will start making comparisons between the new culture and their old and the new culture becomes unfavorable, complain a lot and feel moody. The new culture seems strange annoying and undesireable

Students start to come to term with their circumstances and move towards acceptance. They see positive things around them Some may be openly critical of their home countries.

after several years they are comfortable within their new culture. now they embrace it as home and they are at ease. At this point they have assimilated.

THIS SET IS OFTEN IN FOLDERS WITH...

FTCE ESOL K-12

250 terms

FTCE ESOL K-12

206 terms

FTCE ESOL

245 terms

FTCE - ESOL K-12 - Competency 9-11

95 terms

YOU MIGHT ALSO LIKE...

Glossary of Terms and Expressions Related to WIDA'…

53 terms

TExES - ESL Supplemental 154

336 terms

mtel

66 terms

SEI MTEL

68 terms