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Praxis II 5362
| Term | Definition |
|---|---|
| assimilation | when a speech sound changes due to influence of nearby sounds |
| acculturation | describes acquisition process of L2 by minorities (immigrants, migrant workers, kids--Schumann) |
| Language development stages | babbling (3-9m); one word (10-13m); 2 word (18m); multi (2y) |
| Language Development Order | Bottom up: Understanding, Talking, Reading, Writing |
| What tool do teachers help and guide? | Semantic Domain = Semantic Map = Graphic Organizer |
| Skinner | Behavioral Approach (positive rewards); Critical Period 0-7 years |
| Piaget | Metacognitive process; Constructivism approach (active use of mind): learners make sense of info together through problem-solving) |
| Chomsky | Innateness (can communicate when no common language--universal grammar); One can always learn language, 0-14 is best |
| Krashen | 5 hypothesis: Natural order; Input: Acquisition (passive) vs. Learning (active); Monitor (affective filter) |
| Transfer | Thinking in L1 but speaking in L2 |
| Teach | Slightly above the actual level |
| Reading | At the independent level |
| Affective filter | Negative emotional and motivational that interfere with the reception and processing of comprehensible input |
| Suggestopedia | Making students comfortable and confident to lower the affective filter |
| Cummins | BICS & CALP; Additive & Subtractive bilingualism |
| BICS | Basic Interpersonal Communication Skills |
| CALP | Cognitive Academic Language Proficiency |
| Additive Bilingualism | L1 continues to develop and the culture is valued; L2 and culture is added |
| Subtractive Bilingualism | L2 is added at the expense of L1 |
| Interference | Rule from L1 that interferes with L2 |
| Fossilization | EL reaches plateau due to developmental problem |
| Diglossia | 2 Languages are used under different conditions in the same community |
| Second Language Acquisition | Preproduction; Early Production; Speech Emergency; Beginning Fluency; Intermediate Fluency; Advanced Fluency |
| Pre-Production | 500 words; Comprehension is focus; Silent period |
| Early Production | 1000 words; Memorizing chunks; Private speech |
| Speech Emergence | 3000 words; Lexical chunks; Memorized phrases |
| Beginning Fluency | Short Conversations; overgeneralization; circumlocution; code switching |
| Intermediate Fluency | CALP; Complex sentences; Minimal mistakes |
| Advanced Fluency | Same as native speaker |
| Circumlocution | When you do not know the word so you make one up "Wordy" |
| Pronoun | Word that replaces a noun to avoid repetition |
| Conjunction | Connects clauses |
| Agreement | Subjects and verbs must agree |
| Exposition Discourse | Text book language |
| Descriptive level Discourse | Describing one part |
| Narrative discourse | Storytelling |
| Argumentative Discourse | Persuade the reader of something |
| Formal text | Resume, reports |
| Informal text | Emails, texts |
| Neutral text | steps, not intended for a specific person |
| Sociolinguistic competence | The ability to use language that is appropriate to social context |
| Linguistic register | Determined by a variety of factors like occasion, context, purpose, and audience (stylistic variation) |
| Spelling development | 1. Pre-communicative (3-4); 2. Pre-Phonetic (4-5); 3. Phonetic (5-6); 4. Transitional (7-10); 5. Correct/Competent (10-18) |
| Pre-Communicative Stage | Uses a pen and pencil to scribble; no letters |
| Pre-Phonetic Stage | Letter formation is underdeveloped, one letter = one word, beginning letter-sound correspondence, names and forms letters (Semiphonetic) |
| Phonetic Stage | Letter-sound correspondence developed MAJOR PROBLEMS HERE |
| Inventive Spelling | Using phonic knowledge to invent words they need by can't spell |
| Transitional Stage | Concentrates on words needed in writing |
| Correct/Competent Stage | Speller knows the language system and basic rules; recognizes incorrect form |
| Sheltered Instruction Observation Protocol | Differentiated Instruction (SIOP) |
| Total Physical Response | Learning by moving (TPR) |
| Bilingual Model | Learning both language at the time |
| Multi-level | Different levels in the classroom |
| Cognitive Academic Language Learning | Learning strategies to aid in learning content and language |
| English Only Model | NOT ALLOWED Submersion; 1 or 2 students sink or swim |
| Comparative adjective | Bigger |
| Superlative adjective | Biggest |
| Linguistic Approach | Improving reading and writing by recognizing what to look for and how to think about it |
| Basal Reader | A reading strategy using short books |
| Bottom up | From words to meaning |
| Audio-linguism | Emphasis on learning grammatical and phonological stucture |
| Direct method | Students are taught a language directly without L1 to explain new words or grammar |
| Communicative language teaching approach | Emphasis on interaction as both the means and ultimate goal of study |
| Community language learning | Students may speak their L1 |
| Native Langauge support | Academic support in L1 |
| Natural Approach | Being exposed to the language and using it in a natural way |
| Language experience | Activities and stories of the students; emphasis on meaning |
| Transitional bilingual education | Build L2 in order to mainstream as quickly as possible |
| Maintenance bilingual education | Works to build students' majority language while also promoting use of the native or home language at school |
| Developmental Bilingual Education | Aims to preserve and build on L1 |
| Immersion | Instruction entirely in L2 and use L1 only for clarification |
| Total immersion | 100% L2 |
| Partial Immersion | 50% L2; 50% L1 |
| Two-way immersion | Dual- or bilingual-immersion; speakers of 2 languages and class time is split in half |
| Homographs | Words that are spelled the same but have different meaning (bat-bat) |
| Homophones | Words that sound the same but are spelled differently (ate-eight) |
| Phonology/Phonics | Sounds in language |
| Phoneme | Smallest unit of sound in meaning /t/ /ch/ |
| Allophone | Any speech sound that represents a single phoneme (different sounds that k makes) |
| Morphology/Morphemes | Units of meaning (suffix, affix, prefix, bound, unbound, roots) |
| Free Morpheme | Can stand along (go, big) |
| Bound morpheme | Has to be attached to something (s, un) |
| Derivational affixation | The addition of a morpheme that changes its class (from verb to noun) |
| Syntax | Word order |
| Semantics | Meaning of words, and phrases (2 ways to say the same thing) |
| Pragmatic | Behavior (tact or inflections) |
| Stages of acculturation | Initial enthusiasm; Culture shock; Recovery; Integration |
| Surface Culture | Superficial |
| Deep Culture | You have to be a member to know about it |
| Tier 1 | 80% of students |
| Tier 2 | 15% of students |
| Tier 3 | 5% of students |
| Affricatives | Shair-Chair |
| Minimal Pair | /f/ /v/ fan and van |
| Voice and Voiceless | Air v. no air (voiced = h, sh, tt, pp) (unvoiced = mm, bb, zh) |
| Consonant voicing | Sound change where voiceless becomes voiced (sonorization) |
| Stress patterns | longer, louder, change in pitch, said clearly, uses larger facial movements |
| Prosody | Patterns of stress and intonation |
| Schwa | Unstressed central vowel |
| Intonation Pattern | The way a person's voice raises and lowers when they are talking |
| Place of articulation | the point of contact where an obstruction occurs in the vocal tract |
| Passive location of articulation | roof of mouth |
| Articulatory gesture | An active articulator |
| Palatalization | Involves the change in the place or manner of articulation of consonants |
| Monophthongs | 1 vowel-1 sound |
| Diphthongs | 2 vowels-2 sounds |
| Triphthongs | 3 vowels-3 sounds |
| Formal assessment | Written |
| Informal assessment | Observations |
| Criterion Assessment | Content-based Benchmark |
| Validity | Is the test assessing what it was supposed to assess? |
| Reliability | Are all tests being graded in the same way? |
| Authentic Assessment | Performance-based test (like a driving test) |
| Lau v. Nichols | Students cannot sink pr swim; schools must provide EL services |
| Plyer v. Doe | Public education must be free to all students; teachers are not immigration representatives |
| Castaneda v. Pickard | ELL programs must be evaluated for effectiveness |
| Brown v. Board | Racial segregation is unconstitutional |
| Negative Transfer | Occurs when speakers and writers transfer items that are not the same in both languages |
| Achievement test | A skill/knowledge test |
| IATEFL | International Association of Teachers of English as a Foreign Language |
| ACTFL | The American Council on the Teaching of Foreign Languages |
| NAFSA | Association of International Educators |
| Linguistic Approach | Method that assumes all children have a strong grasp of oral L1 |
| Language Experience | Students orally relate personal experiences to the teacher |
| Passive | "The enemy was defeated by the troops" |
| Active | "The troops defeated the enemy" |
| Epenthesis | Insertion of a sound or letter within a word (b in thimble) |
| Flapping | tt in butter |
| Redundancy Reduction | When two languages come into contact within the same environment, the speaker is forced to solve the duplication of rules and functions in two languages |
| Behaviorism | The theory that human and animal behavior can be explained in terms of conditioning without appeal to thoughts or feelings |
| Contructivist | Learning occurs as learners are actively involved in a process of meaning and knowledge construction |
| Title VI, Civil Rights Act of 1964 | Prohibits discrimination on basis of race, color, and origin |
| Socio-pragmatic Competence | Ability to recognize the effect of context on strings of linguistic events and to use language appropriately in specific social situations |
| Transitional Bilingual Program | Works to build students' English Proficiency & put mainstream them |
| Silent way | Students work cooperatively and independently, teacher is silent |
| Community Language Learning | L1 used freely & students work together to develop language aspects; Learning through interactions |
| Metalinguistic feedback | elicitation or error correction |
| Notional-Functional | structuring a syllabus around notions or real life situations in which people communicate |
| Direct Method | refrains from using the L1 and only used L2 (Natural method) |
| Whole Language Approach | Uses a variety of methods to promote and augment true reading comprehension |
| Inductive reasoning | Logical process in which multiple premises are combined to obtain a specific conclusion |
| Deductive reasoning | Logical process in which a conclusion is based on the concordance of multiple premises that are presumed to be true |
| Nasalization | The production of a sound while the velum is lowered |
| Discourse analysis | A number of approaches to analyze written, vocal, or sign language use |
| Bruner | Cognitive and educational psychologist (scaffolding) |
| Vygotsky | ZPD |
| Modal verbs | Verbs used with other verbs to express ability (can, should, must) |
| Adverb of manner | How (gracefully) |
| Adverb of time | When (yesterday) |
| Adverb of Place | Where (everywhere) |
| Adverb of Degree | Intensity (very) |
| Gerund | -ing verb |
| Indefinite Article | a and an (determiner) |
| Definite Article | the (determiner) |
Created by:
carikerchr