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ESL MTEL
Key terms to know for the ESL (and SEI?) MTEL
| Term | Definition |
|---|---|
| Oracy | |
| Semantic map | |
| CALLA | Cognitive Academic Lang Learning Approach; provide CI; content primry focus & lang. skills develop'd as needed; give info var. ways & model processes; cooperative learning struc's; auth & hands-on; self-evaluate lrning & strategy use; apply to own lives |
| Conversational repair strategies (def) | |
| Conversational repair strategies (examples) | |
| Semantics (definition) | Meaning of sent W/O the context; relations of wds to interpreters of them; ONLY meaning from grmmr/vocab, NOT implied meaning (think lawyer) |
| Inflectional Suffix | doesn't change part of speech (ex: boy/boys) |
| Derivational Suffix | changes part of speech (ex: work/worker) |
| Syntax (definition) | Sentence stucture |
| Syntax (components) | word order; grammatical function of words; simple/compound,/complex sent's |
| Semantics (components) | lexical (word-level); phrasal (sentence-level); denotation (NOT connotation); homonym/homophone/homograph |
| Pragmatics | connotation; how language is used in real life; inferring; incl. non-verbal communication |
| Compound Sentence | has 2 independent clauses *of equal syntactic value* (Jane was hungry, so she ate.) Remember FANBOYS |
| Complex Sentence | has an independent & a dependent clause |
| Language Aquisition | mostly passive; |
| Behaviorism Theory | SKINNER; bhvr reinforcement: associating words w meanings & positive outcomes |
| Innatist Theory | CHOMSKY; children born with Universal Grammar aka Language Acquisition Device; automatically know how to combine nouns & verbs to make new sentences |
| Social Interactionist Theory | VYGOSTSKY; we learn language via nature AND nurture; |
| SocioCultural Theory | childs observe adults communicating 1st and then develop own skills; learn best through cooperative problem solving |
| Communicative Competence (definition) | a learner's ability to use lang to communicate successfully |
| Communicative Competence (components) | Grammatical knowledge of: Syntax Morphology Phonology Social Knowledge How/when to use lang. appropriately |
| Stages of 2nd Language Acquisition | 1)Preprod- silent pd 2)Early prod- lim. compr; yes/no; 1-2 wd; 1000 3)Spch emerg.- more compr; sht phrs/simpl sent's; 3000 4)Interm flncy- Xclnt compr; min. grmmr errs; complete sent's; 6000 5)Adv flncy- convrst'n; complete & complx sent's |
| Learning/Acquisition Hypothesis | KRASHEN; learning= lvls 4-5; conscious process studying rules/vocab; lvls 4-5 Acquisition= lvls 1-3; subconscious; reqr's meaningful interaxn in TL w spkrs concerned w content/message, not form; Stu's can acqur lang at same time as lrn content if CI |
| Monitor Hypothesis | KRASHEN; device to monitor spkr's output; internal self-editing; K says can hinder acquisition process; better for when fluency established; not for ELD 1-3 |
| Natural Order Hypothesis | KRASHEN: acquisition of grmmr struc's follows natrl order: -present & past progressive, then plural conjugations, etc -possesives often last, as rules can be more complx |
| Fossilization | loss of progress in SLA. ex: -mistake spkrs know is wrong but keep making (in spite of correxn) -error from habit made subconsciously -learned wrong & need to change but keep making mistake -error spkrs make when focused but still make on own |
| Positive & Negative Transfer | +: transfr commn lang rules from L1 to L2; useful when similar pttrns btwn 2 langs; ex: cognatesstrong L1 skills necessary -:overgeneralization; false cognates |
| Interlanguage | when L2 spkr not fully but nearing proficient in TL; holds onto some ftrs of L1 or overgeneralizes L2 rules; spkr still btwn 2 langs; can fossilize |
| BICS | Basic Interpersonal Communication Skills; "surface" list/spk skills; typical acqu'd quickly; everday, fam. vocab; sch & context *embedded* lang used frequently; non-academic times; native-like fluency in ~2 yrs |
| CALP | Cognitive Academic Language Proficiency; acad lang aX sch & prof settings, incl mult. registers; cope w academic demands aX various subj's; content-specif. & tech. vocab; complx sent struc & extnded discourse; formal lang; ~5-7 yrs |
| Common Underlying Proficiency | Cummins; fnd'tn for dev'mnt of L1 & L2 skills>> central operating sys w lang. skills & implicit metalinguistic knwldge; Xferring knowldg; L1 knwldg helps make CI for L2; suppts idea that being 2lingal is cogntve advntg>>CONTINUE L1 DVLP; iceberg analogy; |
| Task Difficulty (components) | Context-embedded; Context-reduced; cognitively demanding + context reduced; pg 90 image |
| Context-Embedded Task | S has access 2 range of vis. & oral cues; ex: illustrations, can ask ?s, etc; face-to-face convo w friends |
| Context-Reduced Task | Listen 2 lecture or reading txt w no other sources of help except lang. itself; ex: close reading; social convo over phone |
| Cognitively Demanding + Context-Reduced | Most difficlt, esp for early L2 spkrs; ex: MCAS, math wd prob w/o manipulatives & visuals, retelling story w/o organizer & wd bank |
| Grammar Translation Method | students learn grmmr rules and apply them to translate L1<>L2; better suited for literature & intellectual development; traditionally used for greek & latin |
| Direct Method | Reaxn to GTM; begin w dialogue; info presented w axns or pics; L1 NEVER used; ?s asked/answered in L2; grmmr &cultr taught inductively; verbs conjugated later; txts not analyzed grmmtically |
| Audiolingual Method | based on SKINNER's bhvrism; sys of reinforcement; drills, etc; repetition & restatement |
| Communicative Approach | goal=authentic Xaction btwn stud's; S's given tasks to complete in L2; functional develpmt; more S-centered; help develp communicative competence in auth. contexts; ex: role-playing, interviews; build bridge btwn academics & real-wrld tasks |
| Natural Approach | says S's acqur L2 same way as L1, thus lang. learn. shouldn't be forced; |
| Content-Based ESL | Natural approach + theme; early speech @ slow & natural pace; focus on comm over form; best 4 beginners; Tchr creates situat'n to practice lang around interests of S's; classrm calm & stress-free |
| SDAIE | Specially-Designed Academic Instr. in Eng; parent of SIOP; *frqunt opp's for S's to talk*; clarify in L1; re-present info in many forms; 1)All S's can learn 2)All have lang 3)Self-concept tied to lang, -> L1 need 2b used sometimes |
| SIOP | 1)Planning 2)Build background 3) CI 4)Var. tch & lrning strat's 5)XACTION! 6)Checklist/rubric, esp for writing; students must be engaged ~90% of the time |
| LEA | Lang. Experience Apprch; best for lvls 1-3 & SWD; small-grp or indiv; T writes S's oral wds exactly, only correcting spelling, then leads S thru correcting grmmr mistakes |
| Language Objectives | Prepare for vocab & grmmr you shld pre-teach, review, &/or assess for S's to master Content; Content objctive = WHAT to know, Lang objctive = HOW will show what learned; Lang objctives can be embedded in Content objctives Pages 112 & 113! |
| WIDA Levels (in order) | EEDeb! 1)Entering (~pre-prod) 2)Emerging (~early prod) 3)Develping (~speech emergnce) 4)Expanding (~interm. fluency) 5)Bridging (~adv. fluency) |
| WIDA-Entering/Beginning | Wds/phrs/chunks of lang; yes/no answrs; single wds 4 ideas; commands, wh- ?s, declaratives); Phrs pttrns from common situations; limited but gen., everday vocab |
| WIDA-Emerging | Phrs/short sent's; formulaic, repetetive grmmr structr aX content ares; soc. & instr. wds/phrs: can I go to the BR. I need a pencil. etc) |
| WIDA-Developing | Short & some Xpanded sent's; can engage in clssrm convo's; Xpanded Xpressn of 1 idea or emerg. Xpressn of mult. ideas; repetitive w occ. variation; spcfic & occ techn. content wds |
| WIDA-Expanding | Shrt, Xpanded, some complX sent's; organized Xprssn w emerg. cohesion; var'ty grmmr struc's; consistent use of conventions; sent pttrns spcfc to content areas; wds/phrs w mult. meanings aX cont areas; idioms |
| WIDA-Bridging/Advanced | mult, complx sent's; organzd, cohesive, coherent Xprssn of ideas; var'ty of grmmr struc's/sent pttrns, matched to purpose; nearly consistent use of conventions, including for effect; techn'l & abstrct content-lang; wds/phrs w precise meaning; *confidence |
| Cooperative Group Structures | |
| Distinctions/Types of ELLs (Immigration types) | Immigrant - Push/pull factors? Hopes/fears? Refugee - Trauma/PTSD? Migrant - Transitory. How often moved? Ethnic minority - Cult. unassimilated. Build on identities they bring! Sojourner - Temporary stay. Temp visa/work |
| Distinctions/Types of ELLs (Academic types) | Newcomers:<2yrs in US. Silent pd. but absrbng. SIFE: >2yrs of gaps in ed (sLife <2). Need litcy & mth. Long-term ELL - most life in US; 2ling/Eng dom. Struggle all areas. BICS>CALPS. Dropout! Grade-lvl/Adv Content Knwldge: G/T SWD:No eval<2yrs |
| Intercultural Communication | |
| Productive Language vs Expressive Language? | |
| Factors that Impact Oral Language Development | Personality - Risk taker? Age - Earlier = better (Dis)ability - Spch/lang delas possible. Assess L1 to check. |
| Readers Theater | |
| WIDA Speaking Rubric? | |
| Automaticity | Fast, effortless word recognition that comes with a great deal of reading practice. Necessary but not sufficient for fluency. |
| Prosody | Expressiveness in reading; incl. timing, phrasing, intonation, & emphasis. Signals that readers are paying attentionto what they are reading AND can use brain to think abt txt while reading it. |
| Inferential Comprehension | |
| Tier 1 Words | |
| Tier 2 Words | |
| Tier 3 Words | |
| Language to Preview Before Reading | |
| Language to Teach During Reading | |
| Language to Teach/Review After Reading | |
| Four Components in Reading Programs | |
| Semantic Cues | Meaning cues; Does it make sense? use bkgrnd knwldge & context; keywds/familiar wds; sent. b4 & after; reread and summarize chunks |
| Syntactic Cues | Structure cues; order/struc; Does it sound right? Inflectional cues (-ed, etc); Pay attention to POS, ex: "warm regions" -> warm is adj, so regions prob noun |
| Reciprocal Teaching | |
| Guided Reading | Xvention to suppt sml grp w decoding/comprhnsion strat's; ex groups: same decoding skill, same rdng lvl, same comprhnsn skill, S's struggl w inferential thinking; typclly 20-30 mins 3x wk |
| Running Record | |
| Reading Inventory | |
| Miscue Analysis | |
| Features of Fiction | |
| Features of Nonfiction | |
| Complex Sentence Reading Deconstruction | |
| Types of Fiction Graphic Organizers | |
| Semantic Map | |
| Concept Map | |
| Word Splash | |
| Brainstorming Web | |
| KWL Chart | |
| Story Map/Plot Diagram | |
| Sequence Chart/2-Column Notes | |
| Character Analysis Map | |
| Top-Down Web | |
| Anticipation Guide | |
| Types of Nonfiction Graphic Organizers | |
| Cycle Map | |
| Anecdotal Records | |
| Leveled Text | |
| Steps in Writing Process | |
| R.A.F.T. Writing | |
| Language Control (from WIDA rubric) | |
| Functional Approach to Writing | |
| Language Experience Approach | |
| WIDA Writing Rubric (components) | |
| Criterion-Referenced Tests | Summative; fixed set of pre-determined critera/standards; ex: unit test, reading benchmarks, MCAS, METEL= |
| Norm-Referenced Tests | Bell curve; ranks; compares to peers; ex: IQ, SAT, Woodcock-Johnson |
| Factors to Consider when Assessing ELLs | Linguistic distance btwn L1 & L2; Family litcy/edu; prior schooling; family mobility; SES; time in US; trauma; affective filter |
Created by:
zacmea
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