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5 Written questions

5 Matching questions

  1. strategies for teaching reading for literate ELLs
  2. effective strategies for oral skills
  3. Language Experience Approach
  4. language transfer
  5. Pinker Language Acquisition Theory
  1. a approach to writing instruction from personal experience; stories about personal experiences are written by teacher and read together until learner associates written form of word with spoken; can also be a group activity restating stories read by teacher
  2. b connections between reading strategies, teach alphabetic and phonemic differences, use read alouds, partner reading and modeling, and explicit instruction of vocabulary
  3. c we are predisposed to learn language; language is a human instinct
  4. d student applies knowledge of L1 to L2
  5. e frequent testing and surveys, speaking and vocabulary games for practice, flashcards, commands, visuals

5 Multiple choice questions

  1. (Cognitive Academic Language Proficiency) ability to function in academic L2; takes 5-7 years
  2. language is part of class and people use certain codes when speaking
  3. smallest unit of meaning in language (e.g: act, cat, pre)
  4. children think before they speak; speaking just reflects this thinking; language is a way for children to represent their world
  5. smallest unit of sound in language (sss in snake)

5 True/False questions

  1. Chomsky Language Acquisition Theoryzone of proximal development: teach students one step from their mastery zone; students need interaction to learn a language; language does not exist in a vacuum (sociohistorial context)


  2. Gersten SEI TheoryLate Exit Bilingual: students continue to have 40% of instruction in L1 even after classified fluent in English


  3. Krashen 2nd Language Acquisition Theoryrequires natural interactions (not grammar drills), students will pick up grammar rules naturally by being immersed in L2; need to interact with language w/o worrying about being corrected


  4. factors that affect L2 reading developmentfrequent leveling to scaffold students to higher levels


  5. interpretations and use of assessment informationaffects placement, focus on mechanics and content strategies, future lessons