My flash cards for bilingual supp. 164

Competency 1
Click the card to flip 👆
1 / 79
Terms in this set (79)
Knows history and theories of BL Ed; knows procedures for assessment and placement of ELLs; knows he ELPS; knows types of bilingual programs & their effectiveness and characteristics; understands importance of supporting bicultural identity; bridge home and school with multicultural programs; creates learning env that addresses social, linguistic, and affective needs of ELLs.
Bilingual program model: additiveFocus is to add 2nd language. Most instruction & vocabulary in L2Maintenance program modelFocus is to maintain L1 while acquiring L2. Instruction designed to foster growth I'm L2Dual language program modelSimultaneously build skills in L1 and L2. Students are taught in staggered approach. 2 languages in the group.Subtractive program modelOlder model. English only, sink or swim. EEOA 1974 decided it's a mockery of public education.Transitional BL EdMost common in the U.S. Focuses on moving students from L1 to L2 quickly and exiting them early. Onset is taught in L1 but pushes toward L2 rapidly.Heritage languageDesigned for students who have interrupted or no school experience. Taught in L1 to build primary reading skills.Newcomer programShort term program for students new to English. Intensive instruction in L2. Designed to help students get used to American academia.ESLStudents are pulled out for instruction with ESL teacher.ESL inclusionStudent supported in the classroom with ESL teacherESL self-contaibedUsually high school. Student attends ESL class instead of reading.ESL shelteredTaught alongside L2 peers. Helpful for L2 students with learning differences. Lots of scaffolding and visuals.AssimilationWhen one cultural group is absorbed into another --negative because culture and identity of minority group is lostAcculturationTwo cultures meet and exchange aspects of each culture. A two way processCultural awarenessAwareness and understanding of another culture's traditions, beliefs, religion, etcCultural appreciationFinding common ground in ways we are the same, and valuing ways we are uniqueBiculturalismThe ability to act and speak like a native; to apply cultural normsCompetency 2BL teacher knows the process of 1st and 2nd language acquisitionCompetency 2 descriptor highlights 1-5Knows basic language concepts, knows major language components; knows theories of 2nd language acquisition; applies knowledge to create linguistically and developmentally appropriate lessons; understands interrelatedness of L1 and L2Competency 2 descriptor highlights 6-9Knows methods for teaching ELLs in all content areas; knows how to provide accelerated, focused instruction for ELLs for 3rd grade and higher; knows and uses ELPS; understands cognitive, linguistic, social, and affective factors affecting SLA.Instrumental languageMicheal Halliday - language we use to get what we want. Polite requests, persuasion, argumentRegulatory languageLanguage we use to tell others what to do. Commands, manipulation, management skills.Interaction languageLanguage we use to get along with others. Small talk, friendly expressions, cooperation.Personal languageLanguage we use to express our individuality. Opinions, strong feelings.Imaginative languageLanguage we use to create, pretend, imagine. Often lost if not used. Especially important for writing, problem solving, innovative thinking.Heuristic languageLanguage we use to investigate and explore. Language of research and wonderingInformative languageLanguage of teachers! Used to inform and report facts.BICSBasic interpersonal communication skills. 1st level of proficiency -- everyday conversation skills. Takes 2 yrs to develop.CALPCognitive academic language proficient. Necessary for academic reading and discussion.Language conceptsPhonics, phonemes(smallest part of word), phonological awareness (ability to manipulate sounds and sound chunks, phonemic awareness is manipulating individual sounds.Patterns of phonological awareness1. Sound chunks, 2. Onsets and rimes, 3. PhonemesSemanticsRelated to the meaning of words, groups of words, signs, symbols, and phrases.MorphologyStudies how meaning is changed when a morpheme is added to the word. (Ed, ing, ness, re, pre)PragmaticsThe way meaning is implied by context and expressions. (Sarcasm or not)Competency 4The BL teacher has comprehensive knowledge of content-area instruction in L1 & L2 and uses this know,edge to promote academic achievement across the curriculum.Assessment across content of ELLsPre-read textual parts to find areas of confusion; simplify verbiage; allow demonstrations of learning to vary; offer multiple opportunities to de,on strafe learning.Foster critical thinkingStudent inquiry (students form questions on academic concepts); higher level thinking (evaluate and utilize information learnedBlooms taxonomy 6 tiersKnowledge, comprehension, application, analysis, evaluate, createBehaviorist theoryLanguage is learned through repetitionNativist theoryWe are born with language and learning comes from withinCognitive theoryLanguage and cognitive development are closely related.Social theoryLanguage is a function of environment. Adults drive development.SLASecond Language Development- provided through teaching and teacher encouragement. (Krashan)Krashan's comprehensible inputunderstandable language in L2; language and grammar skills build on what was previously learned; I+1Characteristics of comprehensible inputFocus on communication over language correcting; use context and visuals; don't restrict L1; group students strategicallyMonitoring SLAStudent uses what they already know about L2 to monitor and correct self; negative because it takes focus away from communicating and adds to anxiety, but can be useful to writingAcquisition vs learningL2 Acquisition happens mostly the same as L1; grounded in the need to communicate; most viable for long term goals. L2 learning happens through explicit instruction, weakens opportunities for student yo make connections within language conceptsAffective filterLanguage is less learned in an environment of high stress. BL teachers must motivate learners in a low-stress environmentNatural orderLanguage developed in a predictable order. Home language L1--silent period--formulaic speech (using one or two words--social language BICS--academic language CALP (complex academic language)Why teachers need to assess students' stage of cognitive development?To be aware of development delays; modify instruction to meet needs; plan lessons that foster growth.Piaget's stages of cognitive development1 mo-2yrs:Sensorimotor-learning from senses and experiences, object permanence is behavior marker. 2-7yrs: Preoperational-pretend play, egocentricism, capable of advanced thought. 7-12yrs: Concrete- knowledge gained through doing, reversibility is behavior marker(fixing mistakes), 12-17yrs formal- deals with abstraction, forms hypothetical situations, able to think, explain, analyzeFormative assessmentAssessment as the knowledge is formed. Quiz or weekly test.Summative assessmentAssessment of knowledge at the end of a learning segment.Diagnostic assessmentProvides measurement of students knowledge strength and skill useful for placement and diagnosis, for remedial assistance.ELA TEKS cover...(10 items)Phonemic awareness, phonics, reading, writing , vocabulary, oral language, fluency, comprehension, viewing&representing, researchSpanish TEKS...(7items)Reading, writing, research, listening, speaking, oral conventions, writing conventionsCompetency 3BL teacher has knowledges of assessment and development of literacy in L1 and the development of bi literacyLiteracy stage: emergentKnows that print varies meaning; familiar with environmental print; pretend to read with pics or by memory; pretend to write with scribbles or pictures; may know some letters and soundLiteracy stage: earlyLearn to decode using letter-sound connections; know the purpose of punctuation; knows reading should make sense who an unchanging story; beginning sight word vocabularyLogographic readingRead whole words; use visual cues (letter shapes) to decodePhonetic cue readingUses phonetic skills to decode, use primarily the initial and final sound to decode.True alphabetic readingFocuses on letters/sounds in a word; can demonstrate decoding skills on NWF test (nonword)Orthographic readingDecode in chunks; uses word families and rimes to gain new vocabulary; building knowledge of silent letters and irregular word patternsLiteracy stage: fluencyGrade 4+; advanced spelling and decoding skills; uses a variety of comprehension strategies to comprehend text, learns basic study strategies.Advantages of informal assessmentsProvide immediate feedback; allow instructor to quickly adapt; provide information regarding social and emotional and motivational factorsDisadvantages of informal assessmentsCan be unreliable if not coupled with formal assessment: lack standardizationAdvantages of formal assessmentStandardized (equal footing); provide opportunity to gauge effectiveness of teachers and programs; preparation for a lifetime of testingFostering L1 to L2 tranferCooperative learning( transient grouos, everyone responsible for contributing), natural approach/setting; sheltered English (for students who have attained BICS but not CALP.Competency 3 descriptorsKnows patterns & stages of lit development; makes isn't modifications; knows TEKS; helps students transfer lit from L1 to L2; promotes biliteracyCompetency 4 descriptorsCan asses both language dev and content area skills; creates authentic and purposeful learning experiences; uses TEKS and ELPS; uses content area inst to promote cognitive and linguistic growth; differentiates content area instructions;