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MTEL ESL (54)

Terms in this set (82)

Cognition:
The mental act or process by which knowledge is acquired, including perception, intuition, and reasoning.
Cognitive processes:
Needed to internalize language rules and vocabulary in L2:
- memorization;
- categorization; and
- generalization [categorize and generalize vocabulary].
Metacognition:
An educational process that incorporates knowledge about one's abilities; the demands of given tasks, and potentially effective learning strategies; it involves self-regulation via planning, predicting, monitoring, regulating, evaluating, and revising strategies.
Interlanguage:
The type of language produced by a non-native speaker in the process of learning a second language or foreign language.
Interlanguage development:
The emerging language system the person creates based on L1 and L2 knowledge to communicate in L2.
Fossilization:
A persistent lack of change in interlanguage patterns, even after extended exposure to or instruction in the target language.
Acculturation:
Adapting to a new culture, which includes understanding cultural expectations, semiotics, values, and beliefs is essential to second language acquisition in that it provides appropriate context. Acculturation permits ELLs to adapt to new cultural expectations without the loss of the culture of origin. Success with BICS and CALP in L2 is dependent on a degree of success in L1.
Piaget Language Acquisition Theory:
The Cognitive model. Children think before they speak; speaking just reflects this thinking; language is a way for children to represent their world.
Vygotsky Language Acquisition Theory:
Language is a result of interpersonal communication.
Zone of proximal development [Vygotsky]:
Describes the difference between what a person knows and what he could know if he received a personal assistance.
Scaffolding:
The process of giving temporary aid to facilitate learning. Modeling, providing cues and encouraging.
Bronfenbrenner:
Created the ecological model.
B.F. Skinner:
Language is learned as a direct response to stimuli.
Behaviorism [Skinner]:
All learning whether verbal or non-verbal takes place through the establishment of habits. Correct responses to stimuli are reinforced.
Krashen Second Language Acquisition Theory:
Requires natural interactions [not grammar drills]. Students will pick up grammar rules naturally by being immersed in L2; they need to interact with language without worrying about being corrected. Information is given slightly above the child's level.
Pinker Language Acquisition Theory:
We are predisposed to learn language; language is a human instinct. Pinker was a disciple of Chomsky.
Chomsky Language Acquisition Theory:
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. Chomsky created the "Universal Language". The brain has a "language acquisition device". The Nativist model.
Stages of Language Acquisition in L1:
Needs interaction [nativist vs. nurture].
Stages of Language Acquisition in L2:
Silence, nonverbal, understands more than can produce; early speech production to speech emergence to intermediate fluency.
Role of 1st language on 2nd language:
More academic understanding you have in L1, more you can apply to L2;
Factors that affect L2 acquisition:
Age, motivation / attitude towards L2, learning style, environmental factors, personality, status of L1, and culture in L2.
PEPSI: Stages of Language Development:
Level I - Pre-production stage [Silent period]: lasts 6 months; know 500 words; minimal comprehension; no verbal production.
Level II - Early production stage: limited comprehension; one/two-word response.
Level III - Speech emergence stage: increased comprehension; simple sentences; some errors in speech.
Level IV - Intermediate fluency stage: very good comprehension; more complex sentences; complex errors in speech.
Bernstein Sociolinguistic Theory:
Language is part of class and people use certain codes when speaking.
Hymes Sociolinguistic Theory:
There is a connection between society, culture and language.
Labov Sociolinguistic Theory:
Founder of the discipline of variationist sociolinguistics. Researches in sociolinguistics, language change, and dialectology. Studies of the linguistic features of African American Vernacular English [AAVE].
Ebonics [Labov]:
A language system characteristic of certain speech communities in the United States, especially [but not exclusively] African American communities in urban areas and the South.
African American Vernacular English [AAVE]:
Also African American English, is an African American variety [dialect, ethnolect and sociolect] of American English. Ebonics.
Language Variation:
ELLs learn more than one standard English.
1. Dialect diversity in English:
- Dialects: used by a particular group of people. Idiosyncratic vocabulary;
- Sociolects: individuals of a certain social class;
- Idiolects: particular speech of an individual. Regional and class dialects influenced.
2. Register:
Identify when an informal, common, and formal language should be used.
3. Slang:
Nonstandard form of a language; used in a derogative sense.
Grammar:
1. Morphology;
2. Syntax;
3. Phonology;
4. Phonetics;
5. Semantics; and
6. Pragmatics.
1. Morphology:
Words are constructed out of letters.
- Morpheme: smallest unit of meaning, e.g. act, cat, pre.
- Lexicon: collection of lexemes. Set of all the morphemes of a language.
2. Syntax:
Rules that govern the ways in which words combine to form phrases, clauses, and sentences.
3. Phonology:
The way a language sounds. Phoneme: smallest unit of a sound. Each language has a set of phonemes.
4. Phonetics:
It's the study of sounds, how they are produced and heard.
--> Phonology vs Phonetics <--
Phonology: abstract;
Phonetics: measurable sounds.
5. Semantics [discourse feature]:
Meaning of words, their denotation and connotations; coherence. Principles that govern the relationship between sentences or words and their meanings.
6. Pragmatics [discourse feature]:
Used in social interactions. Interpretation of an utterance, context; the goals of the speaker.
Coherence [discourse feature]:
How topic is organized as a whole; semantics.
Cohesion [discourse feature]:
How sentences connect structurally:
- ellipsis: words are omitted;
- substitution: of a word when it is mentioned before;
- conjunction;
- grammatical cohesion;
- referencing.
Formal methods to assess oral language:
- MELA-O;
- Woodcock Munoz Language Survey;
- IDEA;
- BINL;
- LAB.
MELA-O - Massachusetts English Language Assessment - Oral:
The MELA-O is an observation scale which facilitates the assessment of English language proficiency of English language learners in grades K-12. The MELA-O is a 6-point scale to be used as part of a comprehensive English language assessment system. Placement and programming decisions should be based on results of both the MELA-O and assessment in other language modalities, such as writing and reading.
W-MLS - Woodcock Munoz Language Survey:
Tests CALP in Spanish and English; provide information on students' cognitive and academic language proficiency; individually administrated in both English and Spanish; test for ESL to determine bilingual eligibility; can also be used to identify LDs [Learning Disabilities].
IDEA Oral Language Proficiency Test:
Assesses 4 basic areas of English oral language proficiency: vocabulary, comprehension, Systax, and verbal expression which includes articulation; testing for mainstreaming.
BINL - Basic Inventory of Natural Language:
The BINL (1979) is used to generate a measure of the K-12
student's oral language proficiency. The test must be
administered individually and uses large photographs to elicit unstructured, spontaneous language samples from the
student which must be tape recorded for scoring purposes.
The student's language sample is scored based on fluency, level of complexity and average sentence length. The test can be used for more than 32 different languages.
LAB - Language Assessment Battery:
Tests speaking , reading, listening and writing; used to place ESL students.
MEPA - Massachusetts English Proficiency Assessment:
Students are assessed annually to measure their proficiency in reading, writing, listening, and speaking, as well as the progress they are making in learning English. MEPA consists of 2 assessments:
1. Massachusetts English Proficiency Assessment - R/W [MEPA-R/W]: assesses ELL students' proficiency in reading and writing at grades K-12;
2. Massachusetts English Language Assessment - Oral [MELA-O]: assesses ELL students' proficiency in listening comprehension and speaking at grades K-12.
BSM I - Bilingual Syntax Measure I:
The BSM I [1975] is designed to generate a measure of the K-2 student's oral language proficiency. Available in Spanish and English. It can also be used for placement and language development for IEPs [Individualized Education Programs].
BSM II - Bilingual Syntax Measure II:
The BSM II [1978] is designed for grades 3 through 12. The oral language sample is elicited using cartoon drawings with specific questions asked by the examiner. The student's score is based on if the student produces the desired grammatical structure in his response or not. Available in Spanish and English. It can also be used for placement and language development for IEPs [Individualized Education Programs].
IDEA Proficiency Tests [IPT]:
The various forms of the IPT [1978 & 1994] are designed to
generate measures of oral proficiency and reading and writing ability for students in grades K through adult. The oral measure must be individually administered but the reading and writing tests can be administered in small groups. In general, the tests can be described as discrete-point, measuring content such as vocabulary, syntax, and reading for understanding. All forms of the IPT are available in Spanish and English.
Language Assessment Scales [LAS]:
The various forms of the LAS [1978, 1991] are designed to generate measures of oral proficiency and reading and writing ability for students in grades K through adult. The oral measure must be individually administered but the reading and writing tests can be administrated in small groups. All forms of the LAS are available in Spanish and English.
SDAIE - Specially Designated Academic Instruction in English:
Academic subject area instruction that takes into account the special needs of LEP and other students by fostering:
1. Active student participation;
2. Social interaction;
3. Integrated oral and written language;
4. Authentic books and tasks;
5. Adequate coverage of background knowledge required to master a topic (vocabulary, key concepts, etc.).
ARD - Admissions, Review, and Dismissal:
An ARD is a meeting during which an IEP [Individual Educational Plan] is created for the student by teachers, parents, counselors, administrators, and others working with the student.
IDEA - Individuals with Disabilities Education Act:
A federal act that protects students with disabilities, including those with limited English, by entitling them to the same quality of education as non-disable students.
CBEC - Conten-Based ESL Curriculum:
Offers instruction in content areas that are age-appropriate to the LEP's mainstreamed peers.
BICS - Basic Interpersonal Communication Skills:
Lasts 1 to 2 years. Acquired in social situations; face-to-face interactions. Fluency is acquired when students are masters in BIC.
CALP - Cognitive Academic Language Proficiency:
Lasts 5 to 7 years. Formal and grammatical discourse. CALP students are able to speak, listen, read and write about a content material. It comes after BICS.
CUP - Common Underlying Proficiency:
Cognition and language fundamentals, once learned in the L1, form basis for subsequent learning in any language. Two languages have a shared foundation, and competence in L1 provides the basis for competence in L2.
SUP - Separate Underlying Proficiency:
CUP's opposing theory. No relationship between L1 and L2 language acquisition exists, because each language is retained by a distinct area of the brain. Currently this theory is generally diregarded.
CALLA - Cognitive Academic Language Learning Approach:
Development of academic language skills and explicit instruction for content and language. Scaffolded instruction. Explicit instruction of learning strategies and development of critical thinking to acquire language proficiency. Based on the cognitive approach. It teaches students to use their prior knowledge as a mean to learning. The students learn the language through reading and writing. Skills such as listening and speaking are learned socially at school. Academic contents are added.
Gersten SEI Theory - Early Exit Bilingual:
Some initial instruction in L1, primarily for reading but also for clarification; instructions in L1 are phased out rapidly.
Ramirez SEI Theory - Late Exit Bilingual:
Students continue to have 40 % of instruction in L1 even after classified fluent in English.
Lambert SEI Theory - Transitional Bilingual:
Initially instruction is 90% in L1, then shifts towards English.
Rossel and Baker SEI Theory - SEI:
Students of different L1s together; teachers use English and aids to focus on content rather than language.
SEI - Sheltered English Immersion:
SEI is defined as an English language acquisition process for young children in which nearly all classroom instruction is in English but with curriculum and presentation designed for children who are learning the language. Books and instructional materials are in English, and all reading, writing and subject matter are taught in English. The terms Sheltered English Immersion and Structured English Immersion are often used interchangeably.
Sheltered instruction:
A means for making content comprehensible for English learners while they are developing English proficiency.
Strategies for teaching subject matter and for developing ELL CALP:
1. Providing comprehensible input (way of speaking and explaining that the students can understand: modeling, visuals, hand-on activities, demonstrations, gestures, body language);
2. Providing explicit instruction (KWL charts, vocabulary development, students experiences, illustrations, webbing);
3. Integrating content and language objectives (practice strategies for marking up the text,review objectives several times in class);
4. Supporting students use of English to discuss and consider subject matter content (group discussion, hands-on, engaging partners independently, students can apply content and language objectives, 4 corners activities, send a problem, jigsaw).
Adaptation of content material for ELLs:
Graphic organizers, rewrite dense texts, books-on-tape, jigsaw reading, highlighting concepts for newcomers so they do not have to read the whole thing, marginal notes, outlines to help students take notes, teacher created study guides that go with textbooks.
Promotion of content area learning:
Using visuals, explicitly teaching cognitive strategies, permitting students to use dictionaries.
Strategies for teaching reading for literate ELLs:
Connections between reading strategies; teach alphabetic and phonemic differences; use read alouds, partner reading and modeling, and explicit instruction of vocabulary.
Strategies for teaching reading for non-literate ELLs:
Teach sight words, language orally; introduce written words; provide clues to remind; teach direction of reading.
Factors that affect L2 reading development:
Literacy and literate background in L1, learning disability, academic experience, cultural background knowledge.
Sheltered strategies and reading intervention approaches:
1. Students should have access to early literacy programs in L1;
2. Early assessment in L1 for learning disabilities and literacy level;
3. Provide grade-level content in English by giving simple directions;
4. Comprehensible input;
5. Make connections and use clear background;
6. Teach reading strategies and focus on vocabulary;
7. Word webs (vocabulary) and KWL charts (what I KNOW - what I WANT to know - what I LEARNED).
Selection of purposeful writing activities:
Writing about personal experiences, writing for a purpose, KWL, word wall, text reconstruction, sequencing sentences, jumbled sentences.
Formal elements of written English:
Narrative, poetic, expository, persuasive.
Informal writing assessments:
Teacher feedback, formative assessments (analytical-micro analysis and holistic analysis).
Approaches for teaching writing instruction:
Building background, modeling text type, guided practice and idle pendent writing.
Knowledge of writing process for ELLs:
Brainstorming, outlining, drafting, revising and editing; teaching revision can be hard for students to rearrange and rephrase ideas.
Language Experience Approach:
Approach to writing instruction from personal experience: stories about personal experiences are written by the teacher and read together until learner associates written form of words with spoken ones; can also be a group activity restating stories read by the teacher.
Immersion (1960s):
The primary language instruction model. Language and content instruction in English only. Also called the "sink or swim" approach. Not efficient or effective.
Traditional ESL Programs:
Prioritize social language skills.
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