Term
| Bronfenbrenner's Ecological Development Model |
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Definition
Microsystem - child's immediate environment
Mesosystem - interactions btwn components of microsystem
Exosystem - more general elements of child's environment
Macrosystem - overarching enviro influences, like cultural beliefs |
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Term
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Definition
coined distinct types of fluency: BICS and CALPS
(Basic Interpersonal Communicative Skills) = informal/social settings
(Cognitive Academic Language Proficiency) = classroom language |
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Term
| Behaviorist View of Language Acquisition |
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Definition
BF Skinner - individuals learn leaguage as a direct response to stimuli.
Issues - linguistic response does not always elicit clear and recognizable rewards/punishments aka you won't always get cookies when you say, "Cookies!" |
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Term
| Nativist Model of Language Acquisition |
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Definition
| Noam Chomsky - individuals are born with a universal grammar wired into brains, which they use as a template for Language Acquisition. Principles of language are innate, humans have "lang acquisition device" in brain. This theory remains present in contemporary thought, tho researchers continue to explore relationship btwn innate capacity for lang and environmental factors. |
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Term
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Definition
| Learning begins as a result of interpersonal communications and is then internalized as intrapersonal. ZPD - diff btwn what a person knows and could know if given a bit of scaffolding. |
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Term
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Definition
| agrees with Chomsky (humans born with innate capacity for learning lang) and adds idea that this is the result of millions of years of evolution as lang increases survival. |
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Term
| Social Interactionist interpretation of Language Acquisition |
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Definition
| child will learn to speak in manner/syntax of those who speak to him (caregivers, etc). Does not explain the startling ability to improvise language exhibited by even very young children. |
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Term
| Cognitive Model of Language Acquisition |
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Definition
Piaget - 4 basic stages (sensorimotor intelligence, preoperational thought, concrete operations, formal operations).
As child moves thru each stage, uses 3 phases of language use.
Assimilation phase - child uses a known word to describe new object/concept until corrected.
Accommodation phase - child learns to correct his own errors of linguistic ID.
Equilibrium phase - child uses correct word to describe object/concept. |
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Term
| Acquisition-Learning Model |
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Definition
2 ways:
Acquisition - a subconscious process - slowly and steadily absorbed.
Learning - conscious study of vocab and grammar rules.
Theory emphasizes superiority of acquisition as a means of gaining fluency. Altho learning can be helpful, ultimately long-term exposure to lang that allows individual to develop an unconscious sense of its rules/idiom. |
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Term
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Definition
| Stephen Krashen. Says people need to be given info slightly above their ability level. Level should be raised as they acquire each one. Learner needs to understand the majority of what he's hearing. Addition of a small amount of incomprehensible info will encourage listener to continue expanding his vocab and grammar. **Very hard to set appropriate difficulty level in a classroom. This is why scaffolding is essential to ELL's. |
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Term
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Definition
Explains how learning grammatical rules affects lang acqusition. Learning these rules encourages polished speech and refined speech.
Extroverts tend to ignore grammar rules and plunge ahead.
Introverts strive for perfection in their speech.
Most lang experts agree that basic rules of grammar will be unconsciously acquired over time regardless of whether they are ever explicitly learned, altho can be helpful. |
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Term
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Definition
| "True competence is demonstrated in ability to express oneself in diff social contexts". Social being key here as primary motivator. |
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Term
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Definition
| Acquisition of lang will follow predictable patterns.Supports the idea that bilingual programs should follow specific order of instruction. |
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Term
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Definition
| Favored immersion and interactive performance to achieve most rapid and comprehensive acquisition of a 2nd language. |
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Term
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Definition
Specially Designed Academic Instruction in English
Student:
-must have intermediate fluency in English to work.
-given all coursework in native lang but provided with access to English versions as well(and encouraged to use them!).
-must be motivated to work
-teacher sets goals for content and lang acquisition for each student
In order to be successful, teacher must be fluent in both languages |
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Term
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Definition
Syntax =entire collection of proper/improper formulations
Grammar=recommendations for proper syntax.
Basic structure/set of rules that must be followed in order for linguistic expressions to be understood. |
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Term
| Affective Filter Hypothesis |
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Definition
# of emotional factors contribute to acquisition of lang such as self-confidence, anxiety, motivation (and can affect internalization of vocab and grammatical rules).
This hypothesis has been used to stress importance of positive/welcoming environment in bilingual classroom. |
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Term
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Definition
| Basic interpersonal comm skills. are not necessarily demanding in a cognitive sense, they do req a subtle understanding of context. Most are able to acquire w/in 6-24 months of study. |
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Term
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Definition
Cognitive Academic language Proficiency. Ability to participate in formal/grammatically correct discourse. Are able to speak, read, listen, and write about content material at grade level. Takes btwn 5-7 years.
Some evidence to suggest students can use CUP (common underlying proficiency) to incorporate ideas/skills learned in 1st language. |
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Term
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Definition
Type and types of learning they'll enjoy:
Verbal/Linguistic - reading, learning about language, speaking, writing, word puzzles.
Logical/Mathmatical-solving # probs, experiements and calculations, hypothetical questions.
Kinesthetic-expercise, moving to maintain concentration.
Visual/Spatial-learn with their eyes, maps, charts, drawings, illustrations of new material.
Musical-singing, playing instruments, rhythmic games.
Interpersonal-thrive in a group, communicate with their peers.
Intrapersonal-thrive by themselves, set goals,deep thinkers, may not be good at thinking on their feet, penpal letters.
Naturalistic-enjoy outdoors, sensitive to small things, natural phenomena, journal in English. |
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Term
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Definition
form of that language that's appropriate to a given situation.
Formal vs informal speak |
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Term
| Development of phonics knowledge |
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Definition
Logographic phase - "word-picture". Sight words, kids see words as shapes. Many pre-lit kids can ID their name in print and those of their friends. Familiar with well-known logos and product names.
Good for teachers to label everything in the classroom with it's name!
Analytic phase - begin to notice words that sound/look alike. Word families are good (can ask to brainstorm others that belong), rhyming words. MOST INTENSE PERIOD OF PHONICS DEVELOPMENT!
Orthographic phase- have acquired most of tools req'd to sound out familiar/unfamiliar words. Most experts say on in this phase can students truly begin to obtain knowledge and pleasure from reading! |
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Term
| 4 Stages of Spelling Development |
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Definition
Pre-phonetic/phonetic
Transitional
Conventional
Orthographic |
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Term
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Definition
Study of sounds made during human speech.
Phonetics is distinct from phonology in that it deals with real, measurable sounds rather than abstract sound units like phonemes.
3 main areas of research:
1)Articulatory phonetics-precise position of speech organs.
2)Acoustic phonetics-properties of sound waves and reception by the inner ear.
3)Auditory phonetics-process by which the brain forms a perceptual representation of phonetic input. |
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Term
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Definition
the system by which a language is used in social interactions.
Example:
Will you go out with me is different when two 6th graders say it vs. when two adults are talking about playing Frisbee.
Intuitive understanding only comes with long experience. |
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Term
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Definition
C-Formed by a motion that blocks the flow of air. This is why it's hard to hold a consonant while singing.
V-formed by the vibration of air moving thru the voice box and mouth. "W" in "now" is considered a vowel bc you can hold the sound. |
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Term
| Transfer of Literacy competence |
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Definition
Transition point-shift in the relationship of the two languages to one another. (Teacher will also shift expectations).
1st point of transition in literacy instruction occurs when students who have received formal instruction in 1st lang begin formal reading /content-area instruction in English.
2)Redesignation-occurs when students receive all instruction in English, w/o lang support in their 1st lang.
How to tell? Students need to demonstrate competence in:
phonemic awareness, structural analysis, word recognition, comprehension skills, writing skills, and overall fluency to be considered literate. |
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Term
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Definition
Basic reading functions in ESL.
Students are working to group words/ideas into units of meaning, deciding what's important/storing info in short-term memory.
Helpful activities:
choral reading, marking sentences to ID units of meaning, cut sentences into units of meaning. Explicit instruction on unfamiliar grammatical/syntactical forms, idioms. |
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Term
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Definition
Ability to ID relationships btwn clauses and sentences at the multi-sentence/paragraph level (lots of him/her pronouns, synonym substitutions, conjunctions). More likely to lose meaning at this level.
Helpful activities:
Take a paragraph and replace all pronouns with correct nouns. Draw relationships using circles + arrows. |
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Term
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Definition
Relating small chunks of text to the whole text + organizing sections of text.
Need to understand:
Story structure, expository text structure, poetic formulas, genres.
Helpful activities:
outlining/summarizing paragraphs, emphasizing how main idea is supported by details, ID prob/solution, guided questioning. More advanced kids can go thru each paragraph and ID function of each section. |
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Term
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Definition
extending literal comprehension to understanding the author's intent/theme. Readers need to: identify w/ characters, understand emotional responses, make predictions (can be hard due to diff cultural themes/norms), cause and effect.
Helpful activities:
background knowledge, encourage them to connect material to own lives, graphic organizers, visual representations, explicitly describe cultural values that inform a piece of text. |
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Term
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Definition
ability to self-critique comprehension/analysis. Need to be able to predict, organize, and relate info to their own lives. To work on: being able to take info in English and correctly change into native lang.
Helpful activities:
teachers model self-monitoring thru read-and-retells (students read independently and report what they've learned), working w/ partner or small groups. |
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Term
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Definition
coined SPEAKING mnemonic:
Setting/Scene, Participants, Ends (goals/intentions), Act sequence (structure of linguistic interaction), Key (gestures that influence tone/mood), Instrumentalities (methods or conventions of speech), Norms, Genre. |
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Term
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Definition
Restricted Code-used by ppl who have similar cultural background or know each other well
Elaborated Code-used by ppl who are unfamiliar with one another('s culture). Req's more explicit context/verbiage. |
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Term
| Sheltered English approach |
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Definition
| Similar to lang immersion. Characterized by comprehensible input (all info is understandable to class), student interaction (small group/cooperative learning), hands-on activities, background knowledge + experience to determine activities, incorporate a variety of instructional strategies & freq (in)formal assessments. ALWAYS state lesson objectives! |
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Term
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Definition
| Use a variety of instructional strategies and materials. Freq hands-on activies, modeling and demonstrations, maps/globes for social studies. Computers w/ interactive software is esp helpful. Use graphic displays (timelines, pictures, graphs)as well as objects students are familiar with already. |
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Term
| Making Input Comprehensible (SEI) |
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Definition
| Explicitly define vocab, manipulatives + graphic depictions, activities that can be performed cooperatively to foster group understanding. If necessary, provide content-area instruction in primary lang. Teachers need to receive explicit training in SEI and SDAIE methods/strategies. |
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Term
| Lang/Conceptual Development (SEI) |
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Definition
Teacher needs to understand relationship btwn lang and conceptual development. Lang=uses lables and categories for familiar concepts, provides means of describing/expressing insights re: concepts already learned.
A student's mastery of lang must increase along with mastery of concepts.
Teacher to-do's:
Use known lang, use illustrations. |
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Term
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Definition
| Usually the hardest, due to specific vocab.PAY ATTENTION to terminology! Use manipulatives/group work and remain PATIENT! |
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Term
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Definition
SEI=main focuse is mastery of content are
ESL=main focus is English skills
Both=focus on terminology of content areas, need to teach metacognitive strategies for self-monitoring. |
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Term
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Definition
| More extreme version of ESL (sink or swim!). Provide very little support, students are thrust into grade-level content. English-only instruction with little opportunity to ask questions/scaffolding. Have a high rate of failure. |
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Term
| Transitional ESL education |
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Definition
| One of the most common models. Students have instruction in both native lang and English, according to their level of proficiency, including assessments in native lang. Aligns nicely with Krashen's input hypothesis(students receive increasing levels of difficulty in lang). |
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Term
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Definition
| Students are taught content in native lang to prevent falling behind. Over time, gradually in English more than native lang. |
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Term
| English Language Development (ELD) |
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Definition
| One of the more common methods used in ESL program (means a graduated program of improvement in Eng lang proficiency). Req's summative assessment at its beginning, so teacher can differentiate for different levels. One thing that sets it apart: focus on incorporating a wide variety of methods/approaches to address various learning styles. Endeavor to provide a large amt of practice time/ungraded opportunities for kids to apply their knowledge to specific content-areas. In order to provide ELD adequately, teachers must be fluent in both languages and well-versed in full spectrum of instructional methods in all content areas. |
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Term
| Characteristics of an ESL program |
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Definition
Content=native lang
EL skills= English
Methodology used to teach English doesn't typically involve connections to content areas. Work best when they're intensive, taking up majority of the school day (although can prevents learning other material). Participants in ESL may have a difficult time transferring knowledge of EL skills to core curriculum, so many schools avoid it except where English is necessary for survival. |
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Term
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Definition
| Newer model of ESL. Groups are placed together and encouraged to learn one another's native lang. Research has suggested many benefits including true bilinguism and healthy respect for other cultures. Students see skills in native lang increase as a result of explaining themselves to peers, forces students to consider and analyze their native lang. |
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Term
| Teaching ESL: Audioligual |
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Definition
| Audiolingual method- Relies on repetition and over-learning of structural patterns, tries to prevent errors and immediately reinforces correct grammar. Grammar is taught after they've intuitively learned proper expression. New material is in dialogue format/skills are placed in a set sequence. New vocab exposure is rigidly controlled and linguistic patterns use rote memorization and repetitive drills. AL method has fallen out of favor, but still a major component of traditional programs. |
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Term
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Definition
incorporates psychomotor systems to inculacate vocab/syntactic forms. Kids aren't req'd to produce lang until they're ready (oral or written). Esp suited to kinesthetic students.
Example:
Teacher gives command and performs action; teacher says command and both T & S perform action; teacher tells one S to perform action; S give one another commands or to T to perform action. |
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Term
| Teaching ESL: Communicative Strategy |
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Definition
assumes the comprehension of linguistic principles always comes before production of speech/writing.Overarching goal:students create meaningful communication. Lang is gradually acquired thru interaction as it is learned from T.Bc this relies heavily on goodwill btwn S's, teacher must create positive environment to lower affective filters.
Successful lesson: T must ensure S have spec vocab/expressions to accomplish communicative intent. May help to prepare dialogue before/graphs/displays. |
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Term
| 4 Basic Orientations for Teaching ESL |
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Definition
Structural/Linguistic: based on comparisons btwn structures of diff languages. T isolate grammatical/syntactic elements in each L and teach in a prescribed sequence.
Cognitive: entails objectives that enable S to make generalizations about rules of English. Emphasis on indiv learning style.
Affective/Motivational: emphasizes predispositions of S that can enhance/inhibit learning. T try to diminish anxiety by increasing ID w/ native speakers.
Functional/Communicative: involves selecting lang structures based on their utility in achieving a comm purpose. Focus is transmission and reception of speech. |
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Term
| Teaching ESL: Direct Approach |
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Definition
| came after grammar-translation approach and attempted to incorporate L2 in instruction more. Lessons begin w/ modern conversational English dialogue, T gives ??'s based on dialogue. S learn rules thru induction (they generalize them thru practice/experience). S won't read literature until well along in their mastery of CALPS. When they do, it will be for content only, no grammar. Some ppl use this method. |
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Term
| Teaching ESL: Grammar-Translation Approach |
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Definition
| for most of history, L2 were taught this way (and still persists in some ESL classes). Lessons taught almost only in L1, very little active use of L2. Vocab taught in list format, students get detailed explanation of grammar rules. From almost the beg, S reads complex texts, but are studied more for grammar structures than content. Little attention given to spoken forms and almost no instruction in pronunciation. Almost all classwork involves translating sentences from L1-L2. |
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Term
| Teaching ESL: Reading Approach |
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Definition
| Has practical benefits, but only appropriate for certain individuals (those living in English-speaking enviro and where reading is most impt skill to master). 2 primary emphases are to improve reading ability + establish current events/historical info of those countries.No attention to pronunciation/convo, most time is spent reading passages, and constant emphasis on vocab. |
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Term
| Teaching ESL: Community Language Learning Approach |
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Definition
Most impt thing is to lower affective filter of S and gradually introduce him to a linguistic community. S is considered a client + T is counseling him. 1st, T makes S comfy by getting sense of L anxieties. 2nd, they work together to develop linguistic independence.
5 stages:
1)S is completely dependent on T
2)S begins to have contact with L2 speakers
3)S speaks directly to L2 speakers
4)S speaks freely and assumes L2 speakers can understand him
5)S refines L2 skills. |
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Term
| Teaching ESL: Functional-Notional Approach |
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Definition
A communicative approach - Emphasis on strictly organized syllabus of lang. T divide into discrete units of analysis, by social context (S will be forced to express himself meaningfully via L2). Intent is to equip S with appropriate notions for every common social situation (special terminology is used).
Exponent=statement that's appropriate to given function, situation, and topic.
Code=shared L of a community of speakers
Code-switching=process by which individuals shift tone/formality of speech in order to convey hierarchy, bonding, or other interpersonal relation. |
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Term
| 5 Categories of discourse |
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Definition
1)personal: expressing/elaborating one's feelings
2)interpersonal: establish/maintain positive social/professional relationships (apologies, invitations)
3)directive: attempts to change actions of others.
4)referential: describes things, people, actions, events. can be used abstractly.
5)imaginative: expresses creativity and artistic expression. Can include creative solutions to concrete probs. |
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Term
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Definition
Originator of Reading Recovery movement - effective method of accelerating progress of struggling readers. Foundation of program is continuous/specific assessment, for early diagnoses.
12-20 weeks long. |
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Term
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Definition
| has written many popular books about personal relationships between teachers and new readers. |
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Term
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Definition
| expert on dyslexia and assessment of dyslexic children. |
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Term
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Definition
| established basic criteria for early reading success and helped to create voice recognition software for developing readers. |
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Term
| 5 Types of Listening (for comprehension) |
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Definition
1)Appreciate:
2)Therapeutic:
3)Discriminative:
4)Comprehensive: most familiar form. Taking notes during a lecture, during persuasive speech. All others depend on this for validity and accuracy. If you can't understand, you can't critique it insightfully. Depends on attention to organization/structure of the message.
5)Critical: |
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Term
| Detatched, intentional listening |
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Definition
| An ideal listener is detaching or decentering, meaning he's considering the message on it's own terms rather than the context of the speaker. |
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Term
| RRA (Review, relate, anticipate technique) |
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Definition
breaks down process of active listening into 3 steps. Listener is:
1)reviewing what's been said and placing new info on evolving model of message.
2)relates idea to foundational knowledge
3)tries to anticipate rest of message. |
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Term
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Definition
| Audience members should pay attention to main ideas, organization, and supporting evidence. If speech is effective, main ideas will be obvious. |
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