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Exam 2 - ELLs
The Language
| Term | Definition |
|---|---|
| phonology | spoken language; study of sounds |
| orthography | written language; study of aspects of writing (spelling, punctuation, spacing) |
| phoneme | smallest part of oral language; sound that does not contain meaning; each language has its own set of phonemes; english has around 44 phonemes |
| grapheme | smallest part of written language; written part of word without meaning; english has 100-200 graphemes |
| morpheme | smallest unit expressing meaning; could be word/suffix/plural ending |
| discourse | largest unit of language; includes everything with oral language; follows untaught cultural patterns; changes based on speakers situation |
| the acquisition-learning hypothesis | language acquisition - subconscious process; not aware of new processing; stored in brains. language learning - conscious process; rules/grammar |
| natural order hypothesis | we acquire parts of language in a particular order; natural order can not be changed through drills/exercises/explanations |
| monitor hypothesis | language use mostly depends on acquired linguistic competence; conscious learning has only 1 function |
| input (comprehension) hypothesis | answers the question; how does language acquisition occur; when we understand messages or obtain comprehensible input; i+1; |
| affective filter hypothesis | filters do not impact language directly but can prevent input; filter high - blocks input; filter low - allows input |
| bilingual perspective | embraced by teachers who work with ell students to create an assistance program within the classroom |
| 4 types of bilingualism | simultaneous, sequential, subtractive, additive |
| stages of SLA | preproduction, early production, speech emergence, intermediate proficient, advanced fluency |
| BICS | Basic Interpersonal Communication - general communication skills |
| CALP | Cognitive Academic Language - the language needed to function academically in schools |
| tier 3 words | low frequency words - limited to a specific domain; best learned within the context of the lesson/subject |
| tier 2 words | high frequency words - occurs across contexts; used by mature language users (commoner words) |
| tier 1 words | words used in everyday speech; typically learned through conversation |
| marzano's 6 steps | 1. describe 2. ask students to restate 3. construct a picture 4. engage in activities 5. asked students to discuss terms together 6. play games with terms |
| euphoria | initial phase in which students will experience a period of excitement over their new surroundings |
| culture shock | associated with the student feeling separated/angry/frustrated/sad/lonely/homesick/even physically ill |
| acceptance | gradual stage in which students begin to accept differences in thinking/feeling around them; slowly becoming more accepting of second culture |
Created by:
ewilkinson
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