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TSOL
| Question | Answer |
|---|---|
| Compensatory models of bilingual education | |
| Enrichment models of bilingual education | |
| Structured English Immersion | |
| Transitional Bilingual Education | |
| Maintenance/Enrichment Bilingual Education (aka One-way Developmental Bilingual Education | |
| Dual Language or Two-Way Immersion Programs | |
| The Gradual Exit Plan (Krashen’s) | |
| The Bilingual Education Act (Title VII of the Elementary and Secondary Education Act) | |
| Lau v. Nichols | |
| Plyler v. Doe | |
| Proposition 227 | |
| Title III of No Child Left Behind (NCLB): “Language Instruction for Limited English Proficient and Immigrant Students” | |
| BICS | |
| CALP | |
| The Florida Consent Decree | |
| The Behaviorist Perspective of First Language Acquisition | |
| The Innatist Perspective of First Language Acquisition | |
| The Interactionist/Developmental Perspective of First Language Acquisition | |
| Universal Grammar | |
| Subtractive Bilingualism | |
| The Critical Period Hypothesis | |
| Child-Directed Speech | |
| The Acquisition-Learning Hypothesis | |
| The Monitor Hypothesis | |
| The Natural Order Hypothesis | |
| The Comprehensible Input Hypothesis (i + 1) | |
| The Affective Filter Hypothesis | |
| To acquire language subconsciously without overtly analyzing the forms of language.To move away from overanalyzing language into fluency. | Automaticity |
| To place new information into existing structures and memory systems in order to create stronger retention. | Meaningful Learning |
| To help students see clearly why they are doing something and its relevance to their long-term goals in English.To get learners to see the long-term rewards by pointing out the benefits of what they can do with English. | The Anticipation of Reward |
| To design classroom tasks that take into account the intrinsic motives of students.To design classroom tasks which are interesting, useful and challenging for learners. In other words, self-rewarding for learners. | Intrinsic Motivation |
| To call attention to the “methods” that the learner may employ to internalize and to perform in the second language.To consider learners’ different learning styles and preferences and help them develop strategies for learning and communication. | Strategic Investment |
| To encourage learners to take initiative in the classroom and to continue their journey beyond the classroom.To suggest opportunities for students to use the second language outside of class | Autonomy |
| To remember the fact that some learners may feel “strange” (if not stupid) using their new “identity” in the second language.To understand that students are likely to experience an identity crisis as they develop a “second self” in the second language | Language Ego |
| To create the conditions in the classroom for students to “come out of their shells” and engage in communicative tasks without too much anxiety.To sequence activities in the classroom from easier to more difficult so that students can have a sense of ac | Willingness to CommunicateThe Language-Culture Connection |
| remember that the majority of a learner’s errors in producing the second language stem from the learner’s belief that the target language operates like the native language.point out that native language interference may sometimes also facilitate the pro | The Native Language Effect |
| allow learners to progress through a systematic or quasi-systematic developmental process towards full competence in the target language.give feedback to students considering mistakes not as “bad” but instead as good indicators of second language developm | Interlanguage |
| The ultimate goal of a language classroom: To give due attention to fluency and not just accuracy, to authentic language and to students’ need to apply their learning to unrehearsed contexts in the real world.To make sure that students have opportunit | Communicative Competence |
| Cultural Assimilation | |
| Acculturation | |
| Cultural Accomodation | |
| Writing Systems | |
| The Orthographic Depth Hypothesis | |
| Phonology | |
| Phoneme | |
| Allophone | |
| Morphology | |
| Morpheme | |
| Syntax | |
| Semantics | |
| Discourse | |
| Pragmatics | |
| CALLA | |
| SDAIE |
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