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FTCE ESOL K-12:

Terms in this set (242)

Pitch
determines the context or meaning of words or series of words
Phonology
the way in which speech sounds form patterns; characteristics include phonemes, pitch, and stress
Stress
occurs at a "word" or "sentence" level
Dialect
a variety of speech characterized by its own vocabulary, particular grammar or pronunciation, often associated with a particular geographical region
Phonographemics
study of letters and letter combinations
Phonemes
smallest units of sound in the human language, like consonants or vowels
Homonyms
word forms that have two or more meanings
Homographs
two or more words that have same spelling or pronunciation but different meanings, e.g. stalk(part of plant/stalk(follow)
Homophones
two or more words that have the same pronunciation but different meanings and spelling e.g. wood/would, cite/sight
Heteronyms
two or more words that have the same spelling, but have a different pronunciation and meaning, e.g. Polish/polish
Morphemic Analysis
requires breaking a word down into its component parts to determine its meaning
Sociolinguistics
the study of how social conditions influence the use of language; these social factors include ethnicity, religion, gender, status, age, and education
Morpheme
the smallest unit of language system which has meaning; these smaller units include the root/base word, prefix, and a suffix
Morphology
the process of how the words of a language are formed to create meaningful messages
Underlying Principles of Morphology
1. Morphemes may be free
2. Knowledge of meanings of derivational morphemes
3. Provide grammatical rather than semantic information for words and sentences (e.g. of, the and)
4. Words can be combined to create new compound words (e.g. keychain)
Pragmatics
the study of how the context impacts the interpretation of language;dictate language choice, body language, the degree of intimacy, and how meaning is interpreted
Syntax
the order in which words are arranged to create meaning
Discourse
linguistic units composed of sentences; derived from the concept of "discursive formation" or communication that involves specialized knowledge of various kinds
Standardizer
a learner who successfully integrates the new knowledge
Code-switching
a person who intersperses one language with another or mixing some words, phrases, or idioms from one language with another
Empty language
has little meaning but is important in social exchanges
Perfunctory speech
has little meaning but is important in social exchanges
Basic Interpersonal Communication Skills (BICS)
learners must acquire to function in social situations
Cognitive Academic Language Proficiency (CALP)
allows learners to participate in informal discourses; the "language of learning"
Common Underlying Proficiency (CUP)
skills, ideas, and concepts that learners can transfer from their first language to their English learning
Sentence
a group of words that has a subject and a predicate and express a complete idea
Parts of Speech
eight classifications for words (noun, verb, pronoun, adjective, adverb, prepositions, interjection, conjunctions)
Subject
tells what or whom the sentence is about
Predicate
makes a statement about what the subject is or does
Compound subject
when the subject consists of two or more pronouns, e.g. Books and magazines filled the room
Compound predicate
a predicate that contains more than one verb pertaining to the subject, e.g. The boys walked and talked
Simple sentence
an independent clause that is a complete thought consisting of a subject and a predicate
Compound sentence
consists of two independent clauses joined together by a coordinator (and, or, nor, but, for, yet, so)
Complex sentence
a sentence consisting of a dependent clause and an independent clause joined together using a subordinating conjunction
Declarative sentence
make a statement
Interrogative sentence
ask a question
Imperative sentence
give a command
Exclamatory sentence
express a sense of urgency
Phrase
a group of words that does not have a subject and a predicate and cannot stand alone
Language registers
style or variety of language used to deliberately establish a social identity
Progressive Form
used to indicate continuity of action vs. its completion, ie. I am singing (-ing verbs), can be used with all 6 tenses
Present Perfect
express an action or make a statement about something occurring @ and indefinite time in the past or something that's occurred in the past and continues into the present-have or has + past participle, ie. I have watched/he has watched
Past Perfect
express action or make statement about something completed in the past before some other past action or event-had + past participle, i.e.. I had watched
Future Perfect
express action or make statement about something that will be completed in the future before some other future action or event-will have or shall have + past participle, i.e., I will have watched
Auxilary verb
be, do, have, will, shall
Old English
started in the 5th century; developed from the dialects of the Saxons, consisting of Anglo-Saxon words as well as words from Scandinavian and Latin
Middle English
started in the 11th century; Normans invaded Britain and French became the language of the nobility in England. French words were added to English and French rules of plural formation were adopted
Modern English
gradually evolved as the phonological system of the language underwent change in the pronunciation of vowels. Spelling standardized with the advent of the printing press
American English
modern English came to America with the Pilgrims; the Spanish contributed more words than any other language; the French influenced language through explorers and missionaries
Chomsky
created the theory Language Acquisition Device (LAD) supposes that the ability to learn language is innate, that nature is more important than nurture
Cognitive Constructivism (Piaget)
language is simply one way that children represent their familiar worlds, a reflection of thought and that language does not contribute to the development of thinking; cognitive development precedes language development
Social Constructivism and Language (Vygotsky)
focuses on the relationship between the development of thought and language; interested in the ways different languages impact a person's thinking; views language as social communication which gradually promotes both language itself and cognition
Intentionality
recognizes that children are active learners who co-construct their worlds; language development depends on the child's social and cultural environment, the people in it, and their interactions; the adult's role, scions, and speech are still considered important
Proto-conversations
treating babies as people who can understand, share and have intentions in sensitive inter-changes
Error Analysis
recognizing patterns of errors
Interlanguage
analyzing what aspects of the target language are universal
Developmental Patterns
the order in which features of a language are acquired and the the sequin in which a specific feature is acquired
The Acquisition-Learning Hypothesis
there is a difference between "learning" a language and "acquiring it (Stephen Krashen)
The Monitor Hypothesis
the learned language monitors the acquired language; person keeps incorrect language out of L2 communication (Stephen Krashen)
The Natural Order Hypothesis
the learning of grammatical structures is predictable and follows a "natural order"
The Input Hypothesis
a language learner will learn best when the instruction or conversation is just above the learner's ability; also called "comprehensible input" (Stephen Krashen)
The Affective Filter Hypothesis
people will learn a L2 when they are relaxed, have high levels of motivation, and have a decent level of self-confidence
Silent Period or Receptive or Preproduction Stage
1st Stage of Second Language Acquisition(SLA); the learner knows about 500 receptive words but feels uncomfortable producing speech
Private Speech or Early Production Stage
2nd Stage of SLA the learners knows about 1000 receptive words and speaks in one-or two-word phrase; can use simple responses, e.g. yes/no, either/or
Lexical Chunks or Speech Emergence Stage
3rd stage of SLA; the learners knows about 3000 receptive words and can communicate using short phrases and sentences; long sentences typically have grammatical errors
Formulaic Speech or Intermediate Language Proficiency Stage
4th Stage of SLA; the learner knows about 6000 receptive words and begins to make complex statements, state opinions, ask for clarification, share thoughts, and speak at greater length
Experimental or Simplified Speech or Advanced Language Proficiency Stage
5th stage of SLA; the learners develops a level of fluency and can make semantic and grammar generalizations
Interpersonal communication
involves verbal and non-verbal communication
Verbal Communication
involves both speaking and writing
non-verbal
included gestures and deliberate facial expressions
Summarizing
presents a condensed version of the original language without losing the basic meaning
Paraphrasing
restates what is written or spoken; tends to be longer than the original text or verbal exchange; requires comprehension and the ability to reinterpret language
Questioning
questions that stimulate thinking and learning, such as initiating and turn-taking
Initiating
declaring one's conversation intent and inviting a prospective conversation partner
Turn-taking
conversations progress by managing the flow of information back and forth between partners
Grammar-Translation Method
a method that emphasizes helping students read and appreciate the literature of a new language; learn translation;little emphasis on speaking and listening; teacher is the authority and students do what the teacher says
Direct Method
in this method the teacher directs class activities; students interact like partners in the teaching/learning process; vocabulary is emphasized over grammar; all 4 language skills are used, but speaking predominates; target language is used from the onset; students induce grammar rules from usage
Audio-Lingual Method
uses only target language; introduced new vocal through dialogue; teacher presents grammar through examples and analyzes the target language; also teaches the culture of the target language
The Silent Way
people leaner language by forming rules and applying them, relying on their own thing process, or cognition, to learn; learning becomes more important than teaching; teachers begin with something that the student already knows and provides opportunities for student to expand knowledge by developing their own criteria for correctness; reinforces all 4 skills
Community Language Learning or Whole Person Approach
commitment between teacher and learner in the learning process; approach learning as a dynamic and creative process; students generate language that is recorded and transcribed ad time is allowed for students to reflect on the experience and listen to their own voice
Total Physical Response Method (TPR)/ Comprehension Approach
the teacher gives a command in the target language and performs it with the students; errors are corrected by repeating the same common and acting it out
Communicative Approach
stress learning to "use" the language rather than learning the rules of language "usage"; includes making analytical decisions about intent and context, and choosing a strategy for how best to communicate; teach students to communicate as authentically as possible
Interlanguage strategy
L2 learner will compensate for lack of proficiency; overgeneralization, simplification; L1 interference or language transfer
Interference/Language Transfer
occurs when a learner's primary language influences progress in L2; most commonly affects pronunciation, grammar structure, vocal and semantics (Larry Selinker)
State
motivation is considered temporary because it fluctuates, depending on rewards and penalties
Facilitative anxiety
anxiety that complex an individual to stay on task
Social Factors of SLA
social factors include gender, social class or status, age, occupation, family's education level
Acculturation
the process of becoming accustomed to the customs, language, practices, and environment of a new culture
Caste-like minorities
groups who were integrated into a society not f their choosing and were systematically taken advantage of, typically through slavery
Immigrant minorities
recognize education as a tool for advancement and place a much higher value on education
Simplification
the practice of modifying language to facilitate comprehension (baby talk)
Overgeneralization
occurs when the leaner attempt to apply a rule "across the board" without regard to irregular exceptions (Larry Selinker)
Fossilization
the process in which an L1 learner reaches a plateau and accepts that less-than fluency levels which prevents the learner from achieving L2 fluency
Bilingualism
occurs over time; requires commitment, encouragement, and language routines; fluency increases with time and practice
Cognitive Skills
mental skills that are used in the process of acquiring knowledge, including reasoning, perception, and intuition
Affective Domain
refers to the range of feelings and emotions in human behavior that affects how L2 is acquired
Trait
motivation is more permanent and culturally acquired
Natural Approach
students are introduced to new vocabulary by different experiences;vividly colored pictures are used to illustrate concepts; learners are able to make choices, answer yes/no questions and play games
Whole Language Approach
stress the importance of developing all 4 skills through an integrated approach; Language Experience Approach achieves this goal; children dictate their own story and then practice reading it until perfection
Accommodation Theory
emerged in 1970's as an explanation of motivations underlying and the consequences of, adapting out language and communication patterns to others
Scaffolding
supporting children of different ages consists of demonstrating, guiding, and teaching in a step-by-step process
Cognitive Academic Language Learning Approach (CALLA)
helps intermediate and advanced students understand and retain content area material as they are enhancing their English skills, learning strategies emphasize critical and creative thinking skills
Transculturation
cultural change induced by introduction of elements of a foreign culture
Assimilation
the process of integration of immigrants or minorities into the predominate culture; this implies immigrants or minorities lose their native culture through loss of language, customs, ethnicity, and self-identity
Degree of Social Assimilation
1.socioeconomic status
2.geographic distribution
3.second language attainment
4. intermarriage
Political trends affecting the education of ELLs
legislation such as NCLB has been inadequately funded resting in non-compliance; restructuring schools; teacher shortages; many bilinguals take low skill jobs
Social trends affecting the education of ELLs
an increased number of first generation immigrants will put increased demands on L2 programs; racial relations have become strained; increased gang activity; communities that embrace multiculturalism are able to reduce the isolation of individual ethnic groups; the events of 9/11; anti-immigration sentiments
Customs
play an important part in language learning because they directly affect interpersonal exchanges; ELLs can learn how to interact without allowing contrary customs to interfere
Beliefs and customs
have a strong emotional influence on ELLs and should always be respected; no effort should be made to change these institutional values
History and various art forms
studying these aspects of a culture reveal a lot about a culture and offers opportunities to tap into the interests and talents of ELLs
Deep Structure
our ideas, what we mean-derive meaning from social context
Surface Structure
what we say or write-literal meaning of words
Zone of Proximal Development (ZPD)
Vygotsky- distance between developmental level ad level of potential development. Area between independent performance and assisted performance
Communicative Competence
learner's ability to apply and use grammatical uses, form correct utterances and know how and when to use them appropriately
Stages of Acculturation
1. The Honeymoon Stage
2. The Hostility Stage
3. The Humor Stage
4. The Home Stage
The Honeymoon Stage
everything looks bright and positive; arrived in a new land
The Hostility Stage
frustration begins to occur as reality strikes;new language, new survival tasks, new foods, and new ways of doing things are unfamiliar; depression, anger, anxiety, and homesickness are felt during this phase
The Humor Stage
accomplishments bring on a triumphant feeling that the new society might not be so bad; individuals and families experience success and adjust to life's new demands;they are able to laugh at themselves and their previous frustrations
The Home Stage
patriotism to the native country is retained while accepting new country as the new him; transition from the old to the new norms has occurred and the new location is seen as "home"
Affects of cultural differences on student participation
learning, and adjustment ways that culture affects us daily: family structure, life cycles, roles and interpersonal relationships, discipline, time and space, religion, food, health and hygiene; history, traditions, and holidays
Resources for educators
Teachers of English to Speakers of Other Languages; Bilingual Association of Florida; Center for Applied Linguistics; U.S. Dept. of Education's Office of English Language Acquisition Language Enhancement, and Academic Achievement for Limited English Proficient Students
Books and journal resources for addressing cultural differences
TESOL Journal; Bilingual Journal Research; websites: English Language Learner Knowledge Base, Webquests, Wiggle Works
Educational Scaffolding
several linked strategies including modeling academic language, contextualizing academic language using visuals, gestures, and demonstrations to help students while they do hands on learning
5 Levels of Scaffolding (Tompkins
1. Modeling
2. Shared
3. Interactive
4. Guided
5. Independent Levels
Modeling
instructor models orally or through writing supports the work expected of the ELL
Shared
ELLs use their pooled knowledge of the project to complete the assignment
Interactive
the teacher allows ELLs to question her on points that need clarification or are not understood, ; i.e. everyone is a learner (3rd level of scaffolding by Tompkins)
The State of Florida
has unique resources, such as the Florida Language Arts Curriculum Framework; was developed to enhance the LACF and ensure the goals of the Florida School Improvement and Accountability Initiative are met
Parent Leadership Council
a set up in a school which allows parents to be involved in and participate in educational programming for their children
The LEP committee (limited english proficient)
is a committee of ESOL teachers, the home language teacher (if any) an administrator, guidance counselor, social worker, school psychologist, or other educators needed
Sociolinguistic diversity
language variations based on regional and social differences, affects teachers' language attitudes and practices
Graphic Organizers
help students visualize raw data such as pie charts, flow charts, bar diagrams, Venn diagrams, family trees, spider maps, etc.
Webbing
students learn to associate words or phrases with a topic or concept
Concept maps
students learn the relationship between the different elements of a topic and how to organize them from the most general to the most specific
Password and language ladders
are motivating ways to teach chunks of language to ELLs' the "password" of the day is language needed for daily student life in school; language ladders are associated words, such as different ways to say hello or good bye
Brainstorming
consists of students contributing ideas related to a concept or problem-centered topic
Bilingual Educational Models
begin teaching in the ELL's native language as the required English skills of the student are devloped
Submersion
known as the "default" mode; instruction is in English; does not address social issues experienced by an LEP in a non-LEP classroom; lack of essential academic foundation in the primary language; no special language assistance; referred as "sink or swim", violates Lau vs. Nichos
Pull-out ESL
LEP students receive remedial English introduction in vocal, grammar, and oral proficiency in a separate classroom; not aligned with mainstream classroom instruction; may not make up missed lessons
Structured Immersion (SDAIE)
allows LEP students to remain in their home classroom and receive English instruction; they are educated side-by-side with non-LEP students; instructional strategies must be aligned to promote interaction and participation among LEP and non LEP students; use simplified form of the L2
Transitional Bilingual Education (TBE)
acquire fluency 2nd language by first acquiring fluency in native language; bilingual teaches subjects in native language so student has knowledge to compete in enligsh only classrooms (3 yrs L1)
Maintenance bilingual Education (MBE)
or late exit bilingual program; development ant program; incorporates basics of curriculum in students primary language along with culture; not rushed into english-only
The Acquisition Learning Hypothesis(Krashen)
adult squires language through 2 learning processes- conscious effort of formal instruction and subconscious acquisition through meaningful and natural communication
Monitor Hypothesis
when learner attempts qo acquire language through natural means and monitors corrects for accuracy
Natoural Order Hypothesis
grammatical rules an structures of all languages are acquired in a particular order
Affective filer
emotions, feelings, and disposition impact 2nd language aquisisition
Affective Strategies
strategies that help learner control emotions and hinder progress in learning the L2
Immersion
presents insrtuction in the primary and secondary language over significant amount of time; oak to become proficient i primary and secondary languages
weak forms of bilingual education
-assimiltae minority students to majority language(submersion)
-preserve minority language (pull out education)
ushered into mainstream without concern for minority language or level of english proficiency
Two way of dual language immersion
-help learners become bilingual and bilierate- 90% of instructions in K-a in minority language- proportion gradually changes until equally divided by grade 5
Creating Structure for Input and Output
-choose a format for taking meaningful notes
-practice summarizing long passages
-use highlighters as a way to focus on main ideas or important specific details
Centering your learning
-review a key concept and link it to already existing
-pay attention to concept
-ignore distratcing input
-learn skills in proper order
ACE (social strategies)
Askin questions
Cooperating with others
Empathizing
Social strategies
affect how the learner interacts in a social setting
asking questions
ask for clarification, for speaker to slow down, repeat, correct, etc
linguistic modifications
standardized vocab., set standard for sentence length and complexity, reinforce through repetition, summarization and restatement, slower speaking pace
receiving and sending messages
cogntive strategies to wuickly locate points and interpret meaning; skimming and sing available resources
analyzing and reasoning
use general rules to understand the meaning and then work into specifics, and break down an unfamiliar expression into parts
teaching vocabulary techniques
use of charades; introduce familiar vocabulary; utilize visual props, antonyms and synonyms
The Language Experience Approach (LEA)
instructional technique used to
encourage spoken responses from LEP students, after they are exposed to a variety of first-hand, sensory experiences
An Experience Story
and experience which is shared by both the student and the teacher; goal is for student's thinking and language to be stimulated
Facilitating the Language Process
once a student has finished a story or experience, the instructor should immediately initiate conversation
Creating a Personal View Representation
student draws or paints a picture to represent something interesting about the experience; works best with 6-8 students
Cntent Based Instruction (CBI)
Sheltered Instruction; integrates L2 auiisition with basic subjects; academic language takes 5-7 years
Sheltered Stuctured Delivery
speak slower; solve math problems step-by-step and show strategies for problem solving; use contextualization; simplify directions
CBA/CBL approaches
focus on building receptiveness for learning skills in send a and receiving in info; speaking more complex than listening
Delayed Oral Response
model based on listening and visualization; test program with problem solving tasks and multiple choice answers; touch response program. originally Russian lanugage
Optimal Habit Reinforcement (OHR)
sef instruction program with audiocassette and accompanying boot based on CBA/CBL; learning is self directed with no feedback (The Learnables)
The Natural Approach (Krashen)
assumption that any learner of any age has the ability to receive compressible speech init and determine its pattern without needing explicit explanation;involves large about of comprehensible visual init; preproduction period--expect speech to emerge
Silent Way Learning (Gettegno)
instructor remains silent
while trying to elicit input from the learners, use visual aids; test speaking skills related to meaning, form, and function; cardinal principle is "subordinate teaching to learning"
Information-gap activities
info is transferred from one person, one form, or one place to another (Prabhu)
Reasoning activities
discovery through reasoning, inference, deduction, perception of patterns (Prahbu)
Opinion-gap activities
identification and expression of personal preferences or attitude in response to a situation (Prahbu)
Cogntive Academic Language Learning Approach (CALLA)
assists in the transition from ESOL driven language arts program to mainstream by teaching ELLs how to handle content area material with success
Context-embedded task
a task in which student has access to range of additional visual or oral clues
Context-reduced task
task such as listening to a lecture or reading dense text where there are no other sources of help than the language itself
Cogntively Undemanding
language that is easy to understand, deals with everyday language and occurrences and uses simple language structure, ex. BICS
The Whole Language Approach
increases linguistics, cognitive and early literacy skills in an integrated fashion by developing all 4 skills
Activating Background Knowledge
schema needs to be activated (Schema Theory of Carrell & Eisterhold)
Storytelling
should be easily understood or familiar to the students from their native cultures; repetitive patterns
Cognitively Demanding
language that relates to abstract concepts; has specialized vocal and uses more complex language structure, ex. CAKP
Preventing Fossilization
use peer correct in written wrk, dictation sentences with frequent error patterns; act like you don't understand
Strategies for differentiating instruction all vocal and language concepts
high interest activities; decoding skills need special attention; explanations of holidays; activate background knowledge; peer tutoring
Multiculturalism
many cultures combining to form a better society; assimilations and pluralism
Pluralism
recognizes that in diversity lies strength and acceptance of different races, ethnicities, languages, and cultures lies understanding and growth
Enhances cultural pluralism
use stories to encourage students in seeing different viewpoints; invite members of community of diverse backgrounds; investigate origins of customs; show successful individuals from various cultural groups
Melting Pot view
people from different backgrounds are acculturated and adapt to a new surrounding; lose certain customs and take on new ones; spread customs to others in environment
Salad Bowl view
people from different backgrounds maintain their customs and do not really become acculturated; distinct cultures are identifiable in environment
Blanton & Menendez
sven categories discussing how computers are used in reading instruction
-game applications
-general applications
-access applications
-tutoring applications
-thinking and problem-solving applications
-communication applications
integrated learning systems
Game applications
Reader Rabbit, Missing Link, Reading Blaster
General applications
Microsoft Word, PowerPoint, Hyperstudio, Kid Pix, Story Book Weaver
Access Applications
Googel, Netscape, Yahoolifans
Tutoring Applications
Watch me Read
Thinking and Problem Solving Applications
Orgeon Trail, Sim City, Simearth, Zoombinis Island Odyssey
Communication applications
email and online discussion spaces
Integrated learning systems
Waterford Early Reading Program; Fast ForWord; 180 (ILS)
Chall Stages of Reading
-pre-reading
-initial reading or alphabetic decoding
-confirmation and fluency
-reading to learn
-multiple points of view
-construction and reconstruction
Pre-reading Stage
preschool through late kindergarten; pretend reading; prints name;plays with books; needs to be read to; also called pre-alphabetic, logographic, pre-conventional
Initial reading or alphabetic decoding Stage
kindergarten though early second grade; able to read simple text; needs direct instruction; understand 6000 words in listening; read about 600
Confirmation and Fluency Stage
second and third grade; reads simple stories with increasing fluency; understand 9000 in listening; read 3000 words
Reading to Learn Stage
4th to 8th grade; read independently; read textbooks, newspapers; react to text through discussions and writing
Multiple Points of View Stage
high school; read from range of complex materials; able to deal with multiple viewpoints; formal and creative writing
Construction and reconstruction
college and adulthood; reading used for one's own means and purpose; rapid and efficient; writing papers, tests, essays; reading more difficult material
Emergent Literacy
begins when child is born and continues throughout the preschool years; learns to communicate through language;begins to print; child learns to connect spoken language to reading and writing
Schumm
reading levels characteristics are import an, also differences between L1 and L2 which may influence assumed level of student
Writing Traits Matrix
good guide to identifying characteristics of a students writing level
Critical Literacy
leaner analyzes text and seeks understanding, application, and synthesis of the material, intentions and resources of the author beyond surface meaning
codes
graphics, pics, speeches, themes, issues, realia-objects form specific culture that stimulate conversation
phonics instruction
single consonants at the beginning of words; short and long vowels; letters patterns and word families (onsets and rimes); digraphs ( th, ch, ph) and blends (cl, bl, tr, cr, pr)
purpose of pre-reading phase
teachers build background knowledge through anticipations guides or field trips, motivate reader with structured overviews or films, establish purpose of using experiments or pics
purpose of the during reading phase
read based upon established purposes; use learning logs or annotate texts to record; improve comprehension by directed reading-thinking actcitivites and asking questions; utilize background knwodlede using heading and subheadings
purpose of post-reading phase
organize and remember information through activities such as art, maps, summaries, reporting, making film or book
Ehri Continuum
continuum of word reading development to demonstrated how children master the alphabetic principle
-Logographic Phase
-Novice Alphabetic Phase
-Mature Alphabetic Phase
-Orthographic Phase
Logographic Phase
phase 1; children treat words as pictograms and make association to meaning; equate length of word with its meaning
Novice Alphabetic Phase
phase 2; children must separate all sounds; distinguish between letters sounds and names; confuse similar words; need to decode whole word left to right
Mature Alphabetic Phase
phase 3; sound out regular one syllable words; increase speed of word recognition; recognize spelling patterns
Orthographic Phase
phase 4; read words using phonemes, syllabic units, morpheme units; sequential and heirarchical decoding; word origin; syntactic role, ending rules, prefix, suffix, and root forms to decode words
validity
an assesment test can only be consider valid if it measures what its up posed to measure
empirical validity
measure of how effectively a test relates to another known measure; how scores on a test correlate with behavior as measured in other contexts
predictive empirical validity
possible outcomes of test performance; measure exhibited predicted behavior
concurrent empirical validity
connected with another variable for measurement; measure at damed time test is administered
Cultural bias
acquired knowledge from participating in and sharing certain cultural values and experiences
attitudinal bias
negative attitude of examiner towards certain language or culture; low expectations from instructors can cause low results (Pygmalion effect)
Reading Assessment and Instruction
four types of bias that can affect validity-cultural bias, attitudinal bias, test bias, translation bias (Avalos)
Test Bias or Norming Bias
excluding ELLS or different populations from the school's population used to obtain norm results
translation bias
occurs when test is literally translated from L2 to L1 by inerpeters
reliability
test can only be consider reliable if similar scores result a second time
practicall
maybe be cost or time prohibitive; difficult to administer or grade; different from class expereince
conferencing
assessment tool that allows evaluation of student progress or decline;techniques for evaluation
oral interviews
can use to evaluate language students are using or ability to provided content info
constructed response items
respond in writing to open ended questions; application rather than recall
accommodations for testing ELLs
additional time for testing; permission for the use of bilingual dictionary; only certain parts of test; provide pronunciation and word meaning help
High School Competency Test
HSCT; all students in 11th gr are required to take this test to demonstrate competency in reading, writing, and math
Florida Writes
assessment to measure writing performance of students in grades 4, 8, 10
pronunciation problems
omission, substitution, distortion, addtion
omission
the learner omits a phoneme ( pronounce ar instead of bar)
substitution
learner substitutes a phenome ( pronounces take instead of rake)
dissimilation
similar consonant or vowel sounds in a word become less similar; ex. beserk instead of berserk, supprise instead of surprise, paticular instead of particular, govenor instead of governor
distortion
pronounces phoneme incorrectly( free instead of three)
addition
leaner adds additional syllable to a word ( pronounces liked as like-id)
language disorder
characterized by experience of difficulties in communication and speech motor skills; typically behind classmates
differences between L2 development and language disorders
-language disorder: unable to produce certain sounds (r or l); voice quality issues; dysfluency or stuttering; difficult being understood
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