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TeXes 154 (Domain 1)
Review for the TeXes 154 exam (Domain 1)
| Question | Answer |
|---|---|
| Definition of Language | Spoken or writen method of communication consisting of sounds and symbols, organized to convey particular meaning. |
| What are the four language domains? | 1. Listening 2. Reading 3. Speaking 4. Writing |
| What is Receptive Language? | LISTENING/READING The capacity to understand information *Understanding spoken/written words, phrases, sentences *Infering meaing from what is heard or read *Developed 1st (before expressive language) |
| What is Expressive Language? | SPEAKING/WRITING The ability to put cognitive thoughts into meaningful words/phrases/complete sentences with GRAMMATICAL ACCURACY *Developed 2nd (after receptive language) |
| What is Phonology? | The study of speech sounds (phonemes), how they change, and the actual pronunciation of words (phonetics) in a particular language. (phonemes, phonectics, phonics (phonetic awareness) |
| Phoneme | A single unit of sound that has meaning in any language *can be created by letter combinations (ch, sh, th) *can be represented by a single letter *categories include vowels and consonants |
| Grapheme | The written symbol that represents a unit of sound |
| Phonetics | The physical production of speech sounds *the science aims to identify and describe individual phonemes in a language and how they are produced |
| Phonics | The study and use of sound/spelling correspondences as a method for teaching reading and writing by developing learner's phonemic awareness |
| Phonemic Awareness | The ability to hear, identify and manipulate phonemes--in order to teach the correspondence between these sounds and the spelling patterns (graphemes) that represent them |
| Place of Articulation | The placement of toungue and position ing of lips where airflow is modified in the vocal tract to produce speech sound |
| Manner of articulation | How speech organs, such as the tongue, lips, and plate, are moved when making a speech sound |
| Voicing | In phonetics, refers to sounds produced through vibration of the vocal cords, so that consonants are said to be voiced or unvoice, whereas all vowels are voiced |
| Consonant | Speech sound in which the breath is at least partially obstructed. Can be either voiced or unvoiced and categorized by the place and manner of articulation |
| Vowel | Speech sound produced by open, unobstructed vocalization, with vibration of the vocal cords but without audible friction *Can be further described by the positioning of the tongue/lips |
| Alphabetic principle | Understanding a language's system and the predictable relationships between letter and sounds, written and spoken communication |
| How many phonemes does the English Language have? | 44 phonemes (20 vowel and 24 consonant) |
| What are the two types of consonants? | * Voiced (b, v, d) *Unvoiced (p, t, k) |
| Semantics | The study of linguistic meaning , including synonyms, antonyms, and homonyms |
| Synonym | A word or phrase that means exactly the same or nearly the same as another word or phrase in a language (ie, shut, close) |
| Antonym | A word or phrase that means the opposite of another (ie, bad, good) |
| Homonym | Two or more words have the same pronunciation or spelling but different meanings or origins |
| Semantic amiguity | The individual meaning of words has been resolved, but the context is needed for understanding |
| Morphology | The study of words, how they are formed, and their relationship to other words in teh same language |
| Morpheme | Each unit of meaningful language that comprises a word and cannot by further divided without losing meaning *includes stems, root, basewords, prefixes, and suffixes |
| Cognates | words from different languages that are spelled the same (true cognates) or almost the same (partial cognates), pronounced similarly or the same, and share similar meaning |
| False Cognates | Words from different languages that are spelled the same or nearly the same, but have different meanings |
| Lexicon | Can refer to the personal knowledge that a speaker has about the form and meaning of words and phrases within a language or the complete written lexicon of a language itself |
| Lexical ambiguity | a situation in which a word has two or more meanings (ie--On my way to the bank to cash my paycheck, I saw duck on the bank of the river) |
| What are the two types of morphemes | 1. Free (independent)- do, play, jump 2. Bound (dependent--such as prefixes and suffixes)- -u, -s, -ed |
| What are the three types of Cognate? | 1. True cognate-animal (same in spanish and english) 2. partial cognate-college and colegio 3. False cognate- exito in spanish means success (salido is the same as english exit |
| Discourse | A broad term used to refer to both spoken and written language. *can vary depending on audience and purpose of speech or writing |
| Syntax | Rules that govern the ways in which words combine to form phrases, clauses and sentences |
| Phrase | A related goup of words WITHOUT both a subject and a verb *The boy on the bus |
| Clause | A group of words WITH both a subject and a verb. Can be: 1. Dependent (not a complete thought) 2. Independent (same as a complete sentence) |
| Types of Clauses | 1. Dependent (not a complete thought) *Although the boy on the bus appeared to be reading, 2. Independent (simple sentence) *The boy on the bus appeared to be reading. |
| Sentence | A group of words with both a subject and a verb that express a complete thought. |
| Syntactical Ambiguity | A situation where a sentence may be interpreted in more than one way due to ambiguous sentence structure. *I gave a few olives to my freind that I stabbed with a fork. (Did you stab the olives or your friend?) |
| Pragmatics | The study of how language is used and of the effect of context on language. *ie--the language of a teacher talking to a student or language used between friends |
| Dialect | A variation on a language's usage that signals what region a person is from, or sometimes a person's social background or occupation. |
| Compound sentence | He was thinking of his upcoming soccer ame, and he was feeling anxious. |
| Compound-complex sentence | Although the boy on the bus appeared to be reading, he was thinking about his upcoming soccer game, and he was feeling anxious. |
| What are the 5 language functions? | 1. frozen/static 2. formal 3. consultive 4. casual 5. intimate |
| frozen/static language function | *printed or unchanging spoken language *ie-quotes/pledges/traditional songs |
| formal language function | *technical language/courteous/understood rules for phrasing *academic speeches/politically correct language/professional |
| Consultive language function | *back and forth/background info provided/interuptions allowed *conversations btw. teacher/student, doctor/patient, etc. |
| Casual language function | *back and forth with familiar people/no background info needed/slang and interuptions common *friends talking/social encounters with new acquaintances |
| Intimate language function | *Private/body language and intonation more important than verbal message *Communication in close relationships or between family members |
| What are the two registers of language | 1. formal 2. informal |
| BICS | *Basic Interpersonal Communication skills *Language skills needed in social situations *Context imbedded/not cognitively demanding/no specialized language *Usually develop between 6 months to 2 years |
| CALP | *Cognitive Academic Language Proficiency *Formal academic learning *includes listening, speaing, reading, and writing about subject area content material *Usually requires 5-7 years to develop |
| Three tiers of vocabulary | 1. Everyday speech words (number) 2. general academic words based on grade-level standards (evidence, analyze, infer, environment) 3. Content-specific words considered key to understanding text-related concepts. Common in info texts/glossaries |
| What are the 3 components of instructional methods for content-based language instruction? | 1. Communicated methods (context-embedded resources/clear instructions) 2. Sequenced methods (differentiate/explicit academic language dev/connect to prior knowlege/cross-linguistic) 3. Scaffolded methods (embed structured support/coop. learn/model |
| Oral Skills | *listening and speaking *improving listening impacts ability to learn to speak |
| Academic Skills | *Reading and writing *shared knowledge base/work together to help students learn about a subject |
| Receptive Skills | *Listening and reading *Language skills are critical to comprehension/listening during targeted instruction/discussion increases reading comprehension. *use progress monitoring |
| Productive Skills | *Writing and speaking *High correlation between level of speaking and level of witing/better speakers write better |
| Content-based language instruction | *opportunities to engage in meaningful communication *opportunities for concurrent social/cognitive development *access to wide range of academic concepts/language functions |
| Task-based language instruction | *opportunities for real-life tasks combining language with non-linguistic functions *instruction focuses on meaning *requires info gathering, comprehension, interaction, language production |
| Word formation | Creation of a new word by either adding on morphemes or changing the way the word is used in context * prefixes/suffixes *conversion (email was a noun but now also a verb) *compound words |
| Grammar | The whole system and structure of a language or of languages in general *syntax *morphology *punctuation *semantics |
| Syntax | The arrangement of words and phrases to create well-formed sentences in a language |
| Semantics | Meaning of sentences/phrases ie--He was the single man at the event (do they mean he doesn't have a partner or that he is the only one there) |
| Vocabulary | Body of words used in a particular language and used by a group of people |
| Sentence patterns | Patterns within a sentence made up of phrases and clauses determined by the presence and functions of nouns, berbs, adjectives and adverbs *most easily classified by type of verb used (verb of being, linking verb, or action verb as the main verb |
| Verb of being | Does not show action, but instead identifies who or what a noun is, was, or will be *is, are, was, were, has been, have been, had been |
| Linking verb | smell, taste, look, feel seem, become, appear, grow |
| Action verb | see, jump, embrace, write, imagine, buy, plummet, think |
| Pronoun | takes the place of a noun *he, she, them, they, her, it |
| adverb | describes a verb *quickly, slowly, now, later, first |
| adjective | describes a noun/pronoun *blue, flat, small, loud, soft |
| Preposition | connects a noun to a sentence *with, near, for, by, while |
| Conjunction | joins words and phrases *for, and, as, so, that, but, or |
| interjection | shows strong emotion *Wow! Oops! Help! Oh! Thanks! |
| Determiner | Precedes a noun and provides information about the quantity or specificity of the noun *all, both, many |
| Discourse patterns | The culture-bound logical arrangement of ideas in an expository text or of an oral presentation for information purposes. *Standard English is linear/direct/doesn't go off topic *Romance Languages often digress from main point and add extra details |
| How do supplementary materials connect language instruction to content? | *promote comprehension *support students in acquiring new concepts (illustrations, charts, manipulatives, realia) |
| How does Instructional delivery connect language instruction to content? | *delivers instructional content and demonstrates/models new content (activates prior knowlege, i.d. misconceptions, review content/vocab, use word walls, i.d cognates, model/demonstrate) |
| How do assigned tasks connect language instruction to content? | *differentiates based on current level of language proficiency *provides multiple modalities for students to meet objectives (tracking proficiency in speaking, listening, reading, and writing, tasks appropriate to language proficiency, linguistic acc.) |
| Behaviorist theory | *Skinner, 1957-language is understood as a set of structures and language acquisition as a series of learned habits forced through the repetition of stimulus response (+ reinforcement) Stimulus-response-reinforcement (audio-lingual method) |
| Audio-Lingual method of language instruction | *uses drills and objective formative assessments *errors not encouraged *primary language plays no role *emphasis on memorizing, repeating, imitating and reciting |
| Innatist (or Nativist) theory | *Noam Chomsky, 1965 (criticized behaviorist theory- memorize not suff.) *universal grammar hypothesis-can understand grammatic concepts/language rules before they know all the words of a new language (ball roll) *LAD (Language Acq. Device) in biology |
| Constructivist Theory | Piaget, 1971-the process of learning devrives from the student's active involvement in the construction of his own understanding. Build on previous experiences. |
| Zone of Proximal development (ZPD) | Vygotsky, 1987-similar to Constructivist but says cultural and social interactions are the most important influence on language and cognitive development. *ZPD is range btw. what can be done independently and with support |
| Krashen's 5 Hypotheses | Krashen, 1982 * called Monitor model or natural approach *influenced by Innatist theory *bridge between innatist and constructionist/interactionist theories to Communicative theory |
| Krashen Hypothesis One | *Aquisition-Learning *2 ways L2 develops *language aquisition occurs subconsiously when need to comm. *language learning is explicitly taught (conscious knowl./ability to discuss grammatical rules *aquisition more important |
| Krashen Hypothesis Two | *Monitor *grammatical structures are aquired in a natural order *Concious language rules are developed later *Learners cannot self-monitor (edit) oral and written language until they have a concious knowledge of grammatical structures |
| Krashen Hypothesis Three | *Natural Order *Learners acquire the rules of language in a predictable sequence which is similar across languages/backgrounds |
| Krashen Hypothesis Four | *Comprehensible input *Learners need appropriate input that is challenging but understandable (refered to as i+1) *Must build on what is already known |
| Krashen Hypothesis Five | *Affective Filter *Learners must feel safe in order to learn *emotional state affects receptiveness |
| Concept of Communicative Competence | *Culmination of the Language Theories *CLT (Communicative Language Teaching) emerged *Need for foundational dimension of language not covered by the prevelent audio-lingual method based on behaviorist theories |
| CLT | *Communicative Language Teaching *Functional/Communicative potential of language is the focus *Not about mere mastery or memorization of structures *Compatible with Krashen's hypotheses (aquisition-Learning), although no one theorist is credited |
| Stages of Primary Language Development | 1. Babbling 2. One-Word stage or holophrasic stage 3. Two-Word stage 4. Telegraphic stage 5. Later multiword stage |
| Babbling | *Repetitive sounds, learning to distinguish language *6-8 months *"ga, ga, ga..." |
| One-word Stage (holophrasic Stage) | *Single words-complete idea/sound-meaning connection *9-18 months *"Ball" |
| Two-word Stage | *Short sentences/simple semantic relationships *18-24 month *"Bye-Bye ball" |
| Telegraphic Stage | *Main message/sentence-like grammar *24-30 months *"What that?" |
| Later multiword stage | *grammatical/functional structures emerging with sentence-like structures *30+ months *I like cookies and milk." |
| Stages of Language Aquisition | 1. Preproduction 2. Early Production 3. Speech emergence/beginning 4. Intermediate Fluency 5. Advanced Fluency |
| Preproduction | *0-6 months *minimal comprehension *may not verbalize *nods "yes" and "no" *draws and points |
| Preproduction strategies | *read-alouds and music *emphasize listening/comprehension *incorporate visuals (pics/act out) *Speak correctly/slowly *model "survival" language-say and show meaning *gesture, point, show *"show me...," "circle the...," "where is...," "who has..." |
| Early Production | *6 months to 1 year *Limited comprehension *one or two word responses *uses key words/familiar phrases *uses present-tense verbs |
| Early Production strategies | *add to preproduction strategies *Point to pics/say words *partners or small groups for questions *graphic organizers for short sentences/words *model phrases *model correct usage/avoid excessive correction *yes/no, either/or , who, what, how many |
| Speech Emergence | *1-3 years *good comprehension *use simple sentences *grammar/pronunciation errors *freq. misunderstands jokes |
| Speech Emergence Strategies | *Use early prod. strat. to intro new *intro new academic vocab/model in sentences *visuals to connect. w/ background knowl. *ask literal ? *intro info using charts/graphs *have students retell stories/another writes *fill in blank with word bank |
| Intermediate Fluency | *3-5 years *excellent comprehension *few grammatical errors |
| Intermediate fluency strategies | *Model using "I think," "In my oppinion," "When you compare," *Rephrase incorrect statements *introduce nuances (ie. formal) *Use short presentations completed with partners to practice *continue to provide visual support *Only errrors in meaning |
| Advanced Fluency | *5-7 years *Near-native level of speech |
| Advanced Fluency strategies | *continue intermediate fluency strategies with advancing academic vocabulary structures *frequent formative checks |
| Memorization | *The process through which the brain encodes, stores, and retrieves information *encoding-mechanism that changes info to storable form *storage-how long memory is held, how much is stored, and what kind of info is held *retrieval-getting info out |
| catagorization | *The process of recognizing, differntiating, classifying and understanding ideas and objects |
| Generalization | The ability to use classification criteria and apply or test concepts across a range of contexts and environments |
| Metacognition | The knoweledge of oneself about acquired knowledge itself and the cognitive processes involved in understanding the new learning |
| Three learning strategies to help students synthesize and internalize the rules of a new language | *Congnitive *Metacognitive *Social/Affective |
| Cognitive learning strategies | *Linked to tasks such as classification/grouping 1. Rehersal-frequent repition/practice (memorize) 2. Organization-chunking into groups using concept maps or manipulatives 3. Elaboration-Mnuemonic devices (assigning meaningful info to existing info |
| Metacognitive learning strategies | *requires students to understand reading as a thinking process and question the text so it makes sense *Project that they read for comp./process/produce a final product *read-alound, think-aloud, write-aloud to model thought process |
| Social/Affective Learning strategies | *Cooperative learning where students practice language functions and structures, recieve peer feedback on their ability to communciate in writing or orally |
| code switching | Alternating between L1 and L2 as a natural bilingual cognitive process (ie-los boys) |
| Common Difficulties for all EB students | 1. certain Idiomatic language or colloguialisms 2. Synomyms 3. homophones/homonys 4. false cognates 5. language registers/functions of language 6. Syntax, phonology, and morphology |
| Loads which create potential barriers to learning | 1. Cognition-how many new concepts are embedded in lesson 2. Culture-how many cultural knowlege is needed to participate (or teacher behavioral expectations) 3. Language-how many unfamiliar words embedded 4. Learning-academic language expectations |
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