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ESL TExES
Preparation Course
| Term | Definition |
|---|---|
| ELL | English Language Learner |
| ESL | English as a Second Language |
| ESOL | English for Speakers of Other Languages |
| BE or BIL | Bilingual Education |
| L1 | One's First (primary, native) Language |
| L2 | One's Second Language |
| LEP | Limited English Proficiency |
| NON - LEP | Proficient in English |
| Competency 001 | The ESL teacher understands fundamental language concepts and knows the structure and conventions of the English language. |
| Phonology | is the study of the system and pattern of speech sounds of a language. |
| Phoneme | is a speech sound identified by a native speaker. (phonemic awareness) |
| Phonetics | is the study of how phonemes are physically produced. |
| Phonics | is the study of how phonemes are represented in written language. |
| Morpheme | stem, prefix, suffix |
| Semantics includes | synonyms, antonyms, homonyms, and multiple-meaning words. |
| Denotation vs. Connotation | Direct, literal meaning (Ex: dog ( an animal)) Figurative, metaphorical meaning (Ex: dog (an unattractive girl)) |
| Tonal Register | level of tone of speech (high, medium, low) Includes stress |
| Frozen | Happy Birthday, The Pledge of Allegiance |
| Formal | Standard English |
| Consultative | Less direct than formal English |
| Casual | General vocabulary, may be poor syntax |
| Intimate | Language of lovers and twins |
| Dialect | A variety of language defined by both geographical factors and social factors, such as class, religion and ethnicity. |
| Standard Dialect | Official recognition in dictionaries, printed works Language of education Language of people in power Identified as "correct" grammar |
| Dialectic Differences | Pronunciation Grammar Semantics |
| Interrelated Process | Listening Reading Speaking Writing |
| Receptive | Listening and Reading |
| Expressive / Productive | Speaking and Writing |
| Integrate the Skills | Four skills should be taught in an integrated manner as they are used in authentic communication Skill reinforce one another |
| Content- Based Instruction | Opportunities for meaningful communication Concurrent social and cognitive development Wide range of academic concepts and language functions |
| Task-Based Instruction | Real-life tasks combine languages with non-linguistic functions Focus on meaning Requires information gathering, comprehension, interaction, language production |
| BICS | Basic Interpersonal Communications Skills |
| CALP | Cognitive Academic Language Proficiency |
| Competency 002 | The ESL teacher understands the process of first-language (L1) and second-language (L2) acquisition and the interrelated of L1 and L2 development. |
| Prelinguistic | Universal sounds Cries, whimpers, coos Stimulus-controlled, involuntary Not creative, so not language yet |
| Babbling (6 months) | Large variety of sound Learning to distinguish native language sounds Begin to resemble adult speech pitch |
| Holophrastic (8 - 14 months) | Complete ideas in one word sentence Sound / meaning connected Concerns actions, emotions, naming Can comprehend more than can produce |
| Two-word (12 - 18 months) | Holophrastic strings at first Evolves to clear syntactic and semantic relations |
| Telegraphic (18-24) | Main message words (content) Sentence-like grammar -ing morpheme, in and on prepositions, regular plurals |
| Preschool and School Age | Simple syntactic structures (3-4yrs) Speech sounds correctly pronounced (4-8yrs) Improves language deductively Formal teaching introduced Language learning (pragmatics, registers) Most semantic distinctions understood (9-11yrs.) |
| Behaviorism (Skinner) | Habit formation by repetition Audiolingual methods (in classroom) Learn by repetition |
| Constructivism (Piaget) | Learning result of social interaction Progress from concrete to more abstract, from figurative to operative Exploratory, discovery learning (in classroom) |
| Nativism (Chomsky) | Language Acquisition Device (LAD) LAD contains principles of Universal Grammar Independent process (not general learning) Deductive skills |
| Communicative Approach (Krashen) | Two separate processes in development of language - acquisition and learning |
Created by:
podell16
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