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FTCE ESOL test

Terms in this set (22)

Emergent reading stage
* Begins at or before birth
* Pseudo-reading
* Re-telling
* Using pictures
* Recalling
* Developing phonemic awareness
Stage One: Initial Reading or Decoding
* Learning sound-symbol correspondences
* Figuring out syllables, onset/rimes, multi-letter combinations
* Considered "glued to the print" until automaticity is gained, then they can leave the print
Stage Two: Confirmation, Fluency, Ungluing from Print: Grades 2-3, Ages 7-8
* Confirming what is already known, not to learn new information
* Use decoding knowledge and redundancies to read
* Gain courage, skill in using context and gain fluency and speed
* More guessing and risk-taking
* Need to read many familiar books
Stage 3: Reading for Learning
-concerned more with the relating of print to ideas and the mastering of ideas
Reading can finally become a better means of learning new things compared to listening and watching
Stage 4: Multiple Viewpoints
* Dealing with more than one point of view
* Layers of facts and concepts
* Builds upon knowledge learned earlier
* Pattern recognition of different ideas and points of view
Stage 5: Construction and Reconstruction
* From reading and from what others say, reader constructs knowledge for him/herself
* Uses analysis, synthesis, and evaluation of what is read and known
* Previous knowledge makes rapid reading rate possible
* If texts and ideas are unfamiliar, a slower, study-type pace is needed
Phase I: Preproduction
* Silent stage
* Imitation of others' actions - pretending that s/he understands.
Phase II: Early Production
Single word and phrase use
phrases that are important for his/her survival in the classroom
Phase III: Speech emergence
Initial understanding of grammatical rules
Generalize past tenses...
Phase IV: Intermediate
Good grasp of everyday English
Acquire about 6000 words during this stage
Stage lasts for up to a year
Phase V: Advanced
Language comparable to native speaker
Often takes 5 or more years to reach this stage
The Prism Model: Acquisition for School
(Thomas and Collier)
Schools should provide ELLs with cognitively complex academic instruction through their first language for as long as possible, while providing cognitively complex instruction through the second language for part of the school day.
The Prism Model: Acquisition for School
(Thomas and Collier)
Educators should employ interactive, discovery learning approaches to teaching the academic curriculum through both languages.
The Prism Model: Acquisition for School
(Thomas and Collier)
Schools should create a sociocultural context of schooling in which: ELLs are integrated with English speakers in a supportive, affirming context for all, bilingualism is considered an asset; and majority/minority relations in the school are transformed so that all students experience a positive, safe school environment.
Krashen's 5 Hypothesis
Two ways: Acquisition (subconscious) vs. learning (conscious). Monitor hypothesis

Natural order: the order of acquisition is developmental

A silent period: comprehension precedes production

Comprehensible input and input + 1

Affective filter: motivation, self-image, anxiety
Foundational Theories
Creative construction (Dulay and Burt, 1974)
Error Analysis (Corder, 1967)
Interlanguage (Selinker, 1972)
Norm-referenced test
rank students on a continuum from low achievers to high acheivers.Traditionally, standardized assessment for reading comprehension in ESL consisted of mostly NRT tests which stands for norm -referenced tests. NRT's are the "fill in the bubble" tests or basic multiple choice and matching- item tests.
norm-referenced test
little or no connection between the content of the tests and ESL learners' academic competencies, (O'Malley and Pierce, 1996). Basically, they don't have internal validity and do not measure what they are supposed to measure.
criterion referenced tests
tests that are used to demonstrate how well students have learned the material they are presented with; useful due to the diverse needs of ESL students
performance based assessments
foster accurate self assessment and self adjustment in ESL students; allows for teachers to monitor individual knowledge and progress
performanced based assessment
an ongoing process involving the student and teacher in making judgments about the student's progress in language using non-conventional strategies
performance based assessment
1. Focus is on documenting individual student growth over time, rather than comparing students with one another.

2. Emphasis is on students' strengths (what they know), rather than weaknesses (what they don't know).

3. Consideration is given to the learning styles, language proficiencies, cultural and educational backgrounds, and grade levels of students.
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