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ESOL 5362 Cards
Praxis Prep
| Term | Definition |
|---|---|
| linguistics | the scientific study of language |
| phonetics | the study of the production of sounds in speech |
| phonology | looks at the sounds and patterns of particular languages |
| intonation | the way the voice rises and falls in speech |
| stress | the emphasis placed on syllables or words |
| morpheme | the smallest unit of meaning in a language |
| morphology | the study of how morphemes are combined to make words |
| syntax | examines how words are constructed into phrases or sentences (Generally can be referred to as grammar) |
| semantics | the study of meaning in language |
| voiced sounds | made by vibrating the vocal chords (Example - /b/ sound) |
| voiceless sounds | made without vibrating the vocal chords (Example - /p/ sound) |
| place of articulation | the point where two speech organs come together to make a sound (Example - top and bottom lips coming together) |
| labial consonant sound | produced by using your lips |
| nasalization | when air comes through the nose when making a sound such as /n/ |
| aspiration | when a sound is made with a burst of air out of the mouth as in the /h/ in hope |
| assimilation | occurs when a speech sound changes due to the influence of nearby sounds |
| diphthong | a sound made when one vowel sound blends into another vowel sound in one syllable (Example - /ou/ sound in loud) |
| consonant clusters | groups of two or more consonants Examples - /pl/ in place, /nt/ in bent, /sp/ whisper |
| epenthesis | inserting an additional sound in the middle of a word Example - Place = puh-lace |
| voicing | `occurs when a voiceless consonant changes to a voiced consonant because of nearby sounds Examples - /f/ in reefs in unvoiced so the /s/ sound is also unvoiced; however, the /v/ in leaves is voiced, so the /s/ is also voiced |
| elision | when sounds are omitted to make a word easier to say in everyday language Example - Mac N Cheese |
| Metathesis | occurs when sounds are rearranged in a word, as when iron is pronounced iern |
| schwa sound | An unstressed vowel that sounds like a short u or a short i Examples - banana, camel, president, lemon |
| bound morpheme | must be attached to a word to have meaning |
| free morpheme | can stand on its own |
| stem/root | the base of the word, often a free morpheme |
| affix | a bound morpheme that can be added to a root word to change its meaning, grammatical function, tense, case or gender Examples - un, -y |
| inflectional morphemes | bound morphemes that do not greatly alter the meaning or part of speech of a word plurals, comparative (fast/faster) or change verb tense (climb/climbed) |
| derivational morphemes | create a word that has new meaning or part of speech (Ex. - ly, ment, ness, or, able) run/rerun or drink/drinkable |
| transformational grammar | A theory created by Noam Chomsky, TG revolutionized the study of language by turning the focus away from semiotics and meaning, toward the system of rules that dictate proper sentence construction. |
| connotation | emotional association of a word |
| denotation | word's actual dictionary meaning |
| idiom | a group of words whose meaning cannot be deduced from the meanings of the individual words in the group; put together, the words take on a new meaning Examples - to feel under the weather, jump on the bandwagon |
| Interference or negative transfer | occurs when L1 rules are applied to L2 |
| pragmatics | examining meaning in context |
| sociolingustics | the study of language and its relation to society and culture |
| language policy | the set of actions taken by the gov't to regulate what language(s) is/are spoken in a given country |
| regional and social dialects | language variations that are common to the people in a certain region or social group |
| pidgin | a combination of two languages that allows allows speakers of different languages to communicate |
| World Englishes | the variety of ways English is spoken throughout the world |
| communicative competence | being able to speak a language both appropriately in a social context as well as correctly in terms of rules |
| linguistic competence | one's knowledge of the linguistic components of languages such as morphology, syntax and semantics.. |
| sociolinguistic competence | involves using the language in a socially appropriate way |
| register | degrees of difference in formality, differences in setting, considerations of context, etc. |
| discourse comptence | the ability to arrange small units of language like phrases and sentences into cohesive works like letters, speeches, conversations and articles |
| strategic competence | the ability to recognize and regard breakdowns in communication through strategic planning and/or redirecting |
| Jim Cummins | developed Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) |
| BICS | Basic Interpersonal Communication Skills (BICS) involved social skills students will need on the playground, in the cafeteria and outside of school |
| CALP | Cognitive Academic Language Proficiency (CALP) is language needed for academic work and study and usually takes longer to develop |
| antecedent | the noun the pronoun replaces |
| subject pronouns | I, you (singular and plural), he, she, it, we, they |
| object pronouns | me, you (singular and plural), him, her, it, us, them refers to the person or thing affected by an action |
| possessive pronouns | mind, yours (singular and plural), his, hers, its, ours, theirs |
| relative pronouns | begin dependent clauses Example - Charlie, WHO made the clocks, works in the basement |
| Interrogative pronouns | they begin questions and request information about people, places, things, ideas, location, time, means and purposes Examples - what, where, when, which, why, how |
| demonstrative pronouns | point our or draw attention to someone or something This is... That is... |
| indefinite pronouns | replace nouns to avoid unnecessary repetition |
| linking verbs | tell what something or someone is. They connect the what the sentence is about to other information. (am, is, war, are, were, seem, seems, seemed) Examples, am, is, are, was, will be, has been |
| conjugation | Means to change a verb to express a certain persons number or tense or a blanket term for any and all changes that a verb undergoes. |
| helping verbs | A helping verb always stands in front of a main verb. For example "Shyla CAN ride her sister's bicycle." am, is, are. was, were. be, been, being. do, does, did. have, has, had. may, can, must, might. shall, will. should, would, could |
| active voice | the subject of the sentence performs the action Chad played tennis. |
| passive voice | the subject of the sentence is receiving the action of the main verb Tennis was played. |
| adverbs | tells how, when, where or to what extent. When - yesterday Where - here How - perfectly Extent - completely The often answer the questions Where? When? Why? How? How often? |
| prepositions | used with a noun or pronoun to form a phrase (AT home, BY the lake, FROM here or WITH me) |
| Conjunctions | join things together; words or groups of words Examples - F-for A-an N-nor B-but O-Or Y-Yet F - for A - and N - nor B - but O - or Y - yet S - so |
| interjections | words that express emotion such as oh and wow |
| indefinite article | "a" and "an" in English Example - He bought "a" book. |
| definite article | the in the English Example - Please buy me "the" book I asked for. |
| gerund | a word form that is taken from a verb and changed to act like a noun; in English, gerunds all end in "ing" |
| adverb of manner | how something happens or how an action is done Ex - Elizabeth danced gracefully. |
| adverb of time | when something happens or when an action is done Elizabeth arrived yesterday. |
| adverb of place | where something happens or where an action is done Elizabeth searched everywhere. |
| adverb of degree | the intensity to which something happens or an action is done Elizabeth is VERY talented. |
| superlative adjective | words that compare three or more nouns, using the highest degree (smart, smarter, smartest) |
| comparative adjective | words that compare the two objects they modify (larger, smaller, faster, higher) |
| interjections | words that express emotion such as "oh" and "wow." |
| determiners | The articles a, an and the are known as determiners and are used before nouns. |
| language learning | comes through direct instruction |
| language acquisition | a subconscious process in which language is internalized without deliberate intent. |
| Jean Piaget's view of language acquisition theory | Four stages of cognitive development 1. Sensorimotor stage - 0-2-understanding the environment 2. preoperational stage-2-7-understanding the symbols 3. concrete operational stage-7-11-mental tasks and language use4. formal opertional stage-11+-dealing |
| connectionism | language comprehension and production abilities develop through continual engagement with language |
| B.F. Skinner | suggested students' learning is based upon the presence of behavioral models and the use of rewards and repetition. His theory (behaviorist) suggests repeated exposure to stimuli can create learning: the more they do it, it will be habit. |
| linguistic set | a group of words & rules that compose an individual's working knowledge of a language-based on their previously rewarded efforts. Speech also mirrors adults around them (age 5-6) |
| Stephen Krashen | on his monitor model, there is no fundamental difference between the way humans acquire their first language and their second language. |
| monitor model | developed my Stephen Krashen, it is a set of five hypotheses about how students develop L1 and L2 |
| acquisition/learning hypothesis | 2 independent ways to develop linguistic skills: acquisition & learning acquisition - the unconscious process of making meaning of language through repeated exposure learning- the conscious process of developing skills through formal instruction |
| input hypothesis | people acquire language best by understanding input that is a little beyond their level of competence (comprehensible input). |
| monitor hypothesis | due to a teacher's instruction, students' are too focused on pronouncing words correctly and this can slow down language acquisition |
| natural order hypothesis | suggests that language is attained in a foreseeable pattern by all learners. Students must master each step before moving on to the next or frustration occurs. |
| affective-filter hypothesis | language acquisition can only occur when comprehensible input reaches the processing facilities of the brain without being filtered; stressors such as low self-esteem, poor motivation and anxiety may all inhibit this action. |
| Noam Chomsky | shaped the theory of Universal Grammar which states that children are born with the innate ability to understand the human voice & to distinguish between different parts of language. The human brain is "hardwired" to learn language, on this view. |
| the poverty of stimulus | argued by Chomsky, this view asserts that children are not born with enough exposure to their native languages to explain their ability to understand phonemes, and therefore this exposure cannot account for the sum of their learned language. |
| Developmental Stages of L1 | pre-speech - infants pay attention to speech, rhythum inflection before speaking babbling stage-play with speech; sounds one-word stage-use of 1 word to convey meaning 2 word stage-mini-sentences "Go bye, bye" Early multiword stage - use longer senten |
| positive transfer | when students find similarties between their native language and English and use those similarities to aid in their learning |
| negative transfer or interference | when students incorrectly apply rules from their native language to their learning of English |
| code-switching | mix words from their first language in with the language they are learning when they forget a term or do not know how to express themselves in L2 Example - Where is the bano? |
| congates | visually similar words in L1 and L2 that mean the same thing Example - comprehend and comprender |
| false congates | visually similar words that DO NOT mean the same thing |
| silent period | students are either unwilling or unable to communicate in L2 |
| fossilization | when a student's progress in learning L2 stops or freezes |
| interlanguage | a leaner's present understanding of the language he or she is learning. It is rule based system that develops over time and that tends to blend aspects of the leaner's first language with those of the second. |
| morpheme acquisition order | the pattern in which the knowledge of these elements (morphemes) is gained as people acquire language |
| 5 Stages of Second Language Acqustion | Preproduction (silent period), early production (1,000 words; active vocab), speech emergence (3,000 words, chunk; sentences), intermediate fluency (6,000 words, catch errors), advanced fluency (proficiency) |
| language modeling | providing accurate examples of speech and language for language learners |
| comprehensible input | new information that students are able to understand because it is introduced alongside information they already know |
| phonemes | smallest units of sound that can be heard within a word |
| phonemic awareness | learners' ability to identify and use various phonemes aid them in their understanding of spoken English |
| graphemes | symbols used to represent phonemes. They are single letters or groups of letters that represent a sound. Example: in the word ramp, r is a grapheme used to represent the sound that the letter r makes |
| descriptive writing | involves describing things so clearly that readers are able to form pictures in their minds of what is being written; use of details generated by all five senses |
| expository writing | used to explain or inform. Works are written around a single topic and supported with facts and information that are relevant to the topic |
| argumentative writing | students argue a position on something |
| procedural writing | writing provides readers with information about the necessary steps to accomplish a particular task. Ex - how to books or operating manuals |
| rhetorical pattern | type of organization used in a written piece Ex - listing, cause and effect, classification, compare and contrast |
| Language Experience Approach (LEA) | uses learners' prior knowledge/experiences to generate specific lessons that are designed to enhance the learning of individual students. The experiences are then written down (teacher or student), then used as reading material. |
| direct method or natural method | based on the principles that second language should be acquired in much the same way as first languages - step by step and systematic. Learning materials often includes pictures, actions and visual cues |
| induction | students "figure out" the rules of language as they acquire speaking and listening skills, learning through a combined process of imitation and trail and error |
| grammar-translation method | recognize similarities between their native learned languages; aiding them in understanding grammatical rules and acquiring new vocabulary |
| audio-lingual method | based on behaviorism, this is an oral-based apporach to language instruction developed by linguists, originally intended for military use to communicate with foreign soldiers/officers. Teaches language through repetition. |
| communicative approach or communicative language teaching | based on the idea that students will acquire new language when forces to use it for real communication. Example - ordering from a menu |
| Task-based instruction (TBI) | a form of the communicative approach, in this approach lessons are designed around the competition of tasks that are either assigned by instructors or selected by students Ex - organize, advertise clean-up; then assess success |
| Total Physical Response (TRP) | provides students particularly beginning learners (year 1), with the opportunity to acquire language skills by listening to and following spoken commands, |
| The Silent Way | Learning is like problem solving and discovery. Teachers are as silent as possible during lessons in order to promote student participation and experimentation and to concentrate on the learning over the teaching. |
| Uses of Cuisenaire Rods | demonstrate prepositional relationships, making comparisons, represent objects and even form sounds |
| SIOP | Sheltered Instruction Observation Protocol |
| Sheltered Instruction | Lesson Preparation, Building Background, Comprehensible Input, Learning Strategies, Interaction, Practice Application, Lesson Delivery, Review and Assessment |
| content objectives | identify what students should be able to do at the end of a content area lesson |
| language objectives | describe how ESOL students will demonstrate their mastery of language materials by reading, writing, speaking or listening; how they will show mastery of materials |
| metaconitive stategies | these strategies involve thinking about thinking. They require reflection on one's own thinking processes and knowledge |
| Strategies to Activate Prior Knowledge | intro vocab, use graphic organizers, outlines & diagrams, brainstorm ideas about the topic/content and ask questions about the content or topic and things related to it |
| discrete language skills | those aspects of language that are governed by rules such as phonics, grammar and syntax. Usually acquired through direct instruction. |
| integrated language skills | those capabilities that allow students to practice & apply their knowledge of different elements of language simultaneously |
| authentic materials | used by native language speakers; everyday objects including signs, menus, pamphlets, commercials and television broadcasts. |
| semi-authentic materials | they are based on original materials, but adapted to fit a lesson objective Example - adapted version of "Taming of the Shrew" or some other story |
| global learners | focus on the big picture and tend to show little interest in specific details |
| realia | materials used for everyday life for learning. Examples: if they are studying food, they may bring in fruits, veggies, beverages and/or snacks |
| lateralization | during which the hemispheres of the brain begin to function as distinct halves |
| affective domain | defines how people deal with emotional things such as feelings, motivations and attitudes. Teaches should be aware of self-esteem, motivation and inhibitions. These all affect student learning. |
| W-APT | WIDA Screening Assessment |
| WIDA MODEL | assessment option - formative |
| ACCESS Assessment | Annual assessment that looks at all 4 domains (L, S, R, W); this is taken once a year and is actually 4 different tests |
| Home Language Survey | Helps to determine language used at home and whether or not a student needs to be screened |
| Lau vs. Nichols | 1974 - schools must take affirmative steps to help non-English speaking students overcome language barriers and provide them with equal access to educational opportunities |
| Plyler vs Doe | a landmark decision holding that states cannot constitutionally deny students free public education on account of their immigration status (1982) |
| Castaneda vs Pickard | ELL programs must evaluated for effectiveness. 1) based on sound theory 2) implemented effectively with proper personal/resources 3) evaluated to determine whether they are effective (1981); related to NCLB programs; de-mandates bilingual instruction |
| Immigration Act or Reed-Johnson Act | 1924 - quota system and excluded Asian immigrants |
| Brown v Board of Education | state-sanctioned segregation of public schools was a violation of 14th Amendment; deemed unconstitutional |
| Title VI, Civil Rights Acts of 1964 | prohibits discrimination on the basis race, color, and national origin in programs and activities receiving federal funding in US |
| Elementary and Secondary Education Act (ESEA) | a federal law that provides funding and regulations for primary and secondary education in US, 1965 |
| Bilingual Education Act (BEA) | 1968 - federal law provided funding for programs that use students' native languages to teach them English and other subjects |
| Keyes vs School District | 1973 - eliminate the effects of segregation and ensure equal educational opportunities for all students. Latino students targeted |
| Equal Education Opportunity Act (EEOA) | addressed discrimination is education. No federally funded programs can discriminate against a student based on race, color, sex or national origin (1974)l equal participation by all students, regardless of language; lang barriers must be addressed |
| Immigration Reform and Control Act | granted amnesty to immigrants already in states (1986) |
| Castaneda vs. Olivas | 1988 - state of Arizona was not providing adequate funding for English language learners and ordered the state to increase funding for bilingual education programs |
| Flores vs Arizona | 2000 - Arizona had to supply/provide more than one year of English language instruction to students |
| No Child Left Behind (NCLB) | required ELL students to take some accountability assessments as non-ELL (2001) |
| Every Student Succeeds Act (ESSA) | 2015 - states have more flexibilty in developing and implemented their own accountability systems, although they still must meet certain federal requirements; update of Elementary and Secondary Education Act (ESEA) |
| suggestopedia | Krashen - intended to lower the affective filter; physical surroundings and atmosphere in the classroom are the vital factors to make sure that "students feel comfortable and confident." Students may also speak their native language |
| additive bilingualism | L1 continues to be developed and the first culture to be valued while the second language is added |
| subtractive bilingualism | the second language is added at the expense of the L1 and culture, which diminish |
| diglossia | 2 languages are used under different conditions in the same community/speaker. |
| Stages of Language Acculturation | honeymoon (delighted; newness), hostility(homesick), humor(move toward acceptance; but struggling with rejecting other culture), and home(comfortable). |
| minimal pairs | a pair of words that vary by only a single sound, usually meaning sounds that may confuse English leaners, like /f/ and /v/ in fan and van or the /e/ and /i/ in desk and disk |
| homophones | words that sound that same but have different meaning and spelling |
| Vygotsky's Zone of Proximal Development | the difference between what a learner can do without help; and what the learner can do with help. Also, learner learns more with someone above their level. |
| Jerome Bruner | coined the term scaffolding, meaning the level of assistance give by the teacher to move the individual learner to the desired ZPD (Zone of Proximal Development) |
| simple sentence | a sentence containing only one clause, or more specifically, an independent clause, with a subject and a predicate |
| compound sentence | a sentence that connects two independent clauses, typically with a coordinating conjunction like and or but. Can be made into 2 sentences |
| complex sentence | a sentence containing at least one main clause and one subordinate clause |
| Dialectology | study of the differences in language based on geographic area |
| Sapir-Whorf Hypothesis | states that culture and language are related; language determines thought and action |
| Migrant Education Program (MEP) | to ensure that all migrant students reach challenging academic standards and graduate with a high school diploma (or complete a GED) that prepares them for responsible citizenship, further learning, and productive employment; in every state |
| convergence | Convergence refers to strategies that individuals use to adapt to or accommodate the other’s communication styles. Example - how a kid may talk to a peer vs. a principal |
| circumlocution | a strategy for describing or defining a concept instead of saying or writing the specific words |
| clause | a group of words that includes a subject and a verb, and forms a sentence or part of a sentence |
| independent clause | can stand alone as its own sentence The dog ate her homework. |
| dependent clause | cannot stand alone as their own sentences Because the dog ate her homework |
| simple sentence | only one independent clause and no dependent clauses |
| compound sentence | has two or more independent clauses and no dependent clauses. It can be made into 2 sentences. |
| complex sentence | has only one independent clause and one or more dependent clause |
| compound-complex sentence | has two or more independent clauses and one or more dependent clauses |
| semiotics | the study of symbols and their meanings and interpretatations |
| displacement | the ability to talk about things that are not immediate in the environment like such as a past or future time reference |
| Phoneme Substitution | when on phoneme is constantly switch with another like shair for chair |
| stops | formed by completely blocking air |
| fricatives | formed by blocking air through the vocal tract (f, v, th, z, s, sh, sion) |
| direct method of instruction | students inductively learn grammatical rules by speaking and listening. Example - playing speaking and listening games; L2 acquired like L1 |
| Silent Way | students learn through problem solving and discovery; the teacher says very little |
| Materials used for Communicative Language Teaching (CLT) | authentic materials such as magazines or take-out menus |
| Individuals with Disabilities Education Act (IDEA) | stated low achievement due to L2 acquisition is not appropriate reason for learning disability designation |
| WIDA Consortium | supplies standardized English learner materials to its member states |
| One way dual language instruction | curriculum is taught in 2 languages that represent the primary language and the secondary language of the entire group of students |
| bilingual instructional model | students with primary language other than English receive content area instruction in their primary language and supplemental instruction in English |
| two way dual language instructional model | curriculum is taught in two languages that represent the primary and secondary languages of two student groups |
| ESL Instructional Model | English Learners receive differentiated instruction in a classroom where English is the primary language of use |
| polychromic cultures | view time holistically and value flexibility with schedules |
| monochronic cultures | view time as linear and value schedules and being on time |
| low context cultures | interactions are informal and much more is explicitly stated |
| high-context cultures | interactions are formal, much background information is unstated |
| SIFE | Students with Interrupted Formal Education |
| chronemics | the study of the role time plays in communication |
| TESL Journal (iteslj.org) | has a large archive of lesson plans and ideas from other teachers |
| TESOL Website (tesol.org) | value information and support for teachers but is not a source fro lesson plans |
| Center for Applied Linguistics. (cal.org) | provides info, research, and support about language learning |
| The National Association Website (nabe.org) | provides valuable info about advocacy and research |
| Mary Finocchiaro | Her theory is broken down into five components: directive, imaginative, interpersonal, personal, and referential. |
| washback | a term used in education to describe the influence, whether beneficial or damaging, of an assessment on the teaching and learning that precedes and prepares for that assessment |
| TEFL | Teaching English as a Foreign Language |
| psycholinguistics | the discipline that investigates and describes the psychological processes that make it possible for humans to master and use language. Psycholinguists speech dev./language dev. and how individuals of all ages comprehend/produce language. |
| Proxemics in communication | the distance between ourselves and others when having a conversation, delivering a speech or a lecture, or sharing an intimate moment |
| modal (auxiliary) verb | Modal verbs show possibility, intent, ability, or necessity. Common examples of modal verbs include can, should, and must. |
| structural approach | This method sees language as a complex of grammatical rules which are to be learned one at a time in a pre-determined order |
| historical present | Speakers use this form because it makes the story sound more immediate, more exciting, and less formal |
| Teacher Centered School Systems | Many ELs come from this environment |
| Metalinguistic awareness | an individual's ability to focus attention on language as an object in and of itself, to reflect upon language, and to evaluate it. |
| Integrative motivation | motivation for the purpose of getting to know the people who speak the language. |
| “context reduced” language task (Cummins) | Where higher order thinking skills (e.g. analysis, synthesis, evaluation) are required in the curriculum Ex. - Listening to a lecture |
| objective personal pronouns | personal pronouns in the objective case, rather than in the subjective case. They (subject) saw them (object). |
| Results of SLA research | ELLs E L Lsfollow a systematic pattern of negation, starting with fronting "no" before an affirmative utterance that is intended to be negated. |
| simple present verb tense | used to talk about habits and unchanging general truths and facts (Ex - Chad eats lunch at noon) |
| simple past verb tense | used to talk about things that happened, began or ended in the past. (Ex - Chad listened to the lecture.) Usually end in -d or -ed. |
| simple future verb tense | talks about events in the future. Using helping verbs - will. "We will meet them at 7pm." |
| present perfect verb tense | used to talk about events in the past that happened at unspecific time or things that began and con't. "Chad has been studying" or "Chad has traveled to the mall" |
| past perfect verb tense | used to talk about an event in the past that happened before another event in the past "Chad had hoped to take the test, but got sick" |
| future perfect verb tense | used to talk about something in the future that will be completed by a certain time or before another event. Usually features - will have. "I will have arrived by 7:00 so we can meet Mac Powell." |
| testing content validity | demonstrated when items on a test are shown to measure the content knowledge they purport to measure |
| testing contruct validity | demonstrated when items on the test are show to adhere to an underlying concept, theory or hypothesis that represents the guiding purpose for assessment. Ex- a math assessment shouldn't assess reading |
| testing criterion related validity | demonstrated when items on a test are shown to measure specific criteria or predetermined standards as confirmed by participant outcomes and scores |
| testing practiciality | refers to the relative ease of accessing, administering and scoring assessment or test. Ex- the test should take a reasonable amount of time |
| 4 language domains | reading, speaking, writing and listening |
| Vowel Reduction | mostly occurs with unstressed syllables and often changes the sounds to the schwa e |
| 4 Stages of Literacy Devopment | 1. emergent (listening to sounds) 2. early stage (predict and understand words) 3. transitional stage (steady reading pace; decoding) 4. fluency stage (read complex texts) |
Created by:
grosscha