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MTTC TESOL
Second Language Acquisition & Instructional Practices
| Question | Answer |
|---|---|
| Social interactionist model (p.44) | relationship of newborn with caregiveers; child will learn to speak in manner and syntax of those who speak to him; knowledge of world and linguistic context gives tools to understand language |
| Social interactionists (p.44) | child will begin to establish goals in world and will need to devise linguistic strategies for achieving them; draw on utterances he heard and combine with other knowledge |
| Microprocesses (p.44) | most basic reading functions in ESL; S group words and ideas within sentences into units of meaning, pick what's important; word-by-word |
| Difficulties in microprocesses | confused by idiomatic expressions; Improve: choral reading and marking sentences |
| Integrative processes (p.44) | ability to identity relationships btwn clauses and sentences at the multiple-sentence and paragraph level of complexity; notice pronoun substitutions, infer cause/effect, identify synonym substitutions, recognize conjunctions |
| Difficulties in integrative processes (p.44) | difficulties with complex and compound sentences; likely to lose meaning of references with pronouns; Improve: close reading of sentences and paragraphs, sentence transformation |
| Macroprocesses (p.45) | relating small chunks of text to whole text and organizing sections of text; understand elements of story structure, expository text structure, poetic formulas, various literary genres |
| Difficulties in macroprocesses (p.45) | varying reading strategy to align with author's intent, unfamiliar with structures of genres; Improve: outline and summarize paragraphs, guided questions, identify functions of paragraphs |
| Elaborative processes (p.45) | extending literal comprehension to an understanding of author's intent and themes; make personal connections with what they read, prior knowledge, make predictions, identify characters and understand emotional responses |
| Difficulties in elaborative processes (p.45) | identifying themes, differing expectations and cultural norms miss intent, cause and effect; Improve: background knowledge, connect to S lives, graphic organizers, representations of characters, setting, plot, explicitly describe cultural values in lit |
| William Labov (p.45) | sociolinguist; established African-American Vernacular English as a legitimate dialect; AAVE has own internal grammatical and syntactical rules; speakers now instructed in manner similar to ELLs |
| Josua Fishman (p.45) | sociolinguist; concentrated on evolution of languages; focused on Gaelic, Yiddish, and Welsh; describes societal forces that cause languages to thrive or disappear; advocate for survival of obscure languages, the most important artifacts of a culture |
| Soliciting cultural information (p.45) | T cannot be expected to have familiarity with each student's culture; should know how to acquire degree of familiarity; family visits, music, film, lit, internet |
| Print concept instruction (p.46) | extra help with print concepts; not all languages are alphabetic; Alphabetic language distinguished by how regular the correspondence is btwn symbol and sound (transparent vs. opaque) |
| Improving fluency (p.46) | extra instruction in intonation, phrasing, syntax, punctuation; Improve: movies in Eng |
| Phonemic instruction for ELL (p.46) | likely that most of Eng phonemes are present in L1; consult a reference for new phonemes for extra instruction |
| Problems learning phonics (p.47) | "habits of listening" - difficult to identify subtle variations in how Eng letters are pronounced; Improve: rhymes and word families |
| Challenges of ESL content-area instruction (p.47) | differences in culture, background knowledge, idiomatic expressions, regional dialects, structure, figurative language, unorthodox sentence structures, literary analysis, literal-mindedness with imagery and symbolism, opinions and reactions |
| Challenges in Mathematics (p.47) | print numbers differently, use comma and decimal point differently, don't understand manipulatives, word problems, jargon; used to mental math; no experience with geometry or algebra |
| Challenges in Science (p.48) | much more interactive than in other countries, not comfortable thinking independently, new vocabulary, overwhelming, unfamiliar with diagrams and lab equipment, sentence structure |
| Challenges in Social Studies (p.48) | very little or absolutely zero background knowledge, memorize but lose information, ignorant of vocabulary, not used to expressing personal opinions, topics like democratic rights foreign, overwhelming amount of text covered |
| Challenges of teaching vocabulary (p.48) | differentiated instruction: explicit connection btwn prior and new knowledge, mastered concepts but won't yet have Eng words, capitalize on cognates, reinforce and build skills, use L1, explicit instruction, visual aids, morphological knowledge |
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hlywakai
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