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PRAXIS TESOL Part 2
Home language survey-learning disabilities
| Question | Answer |
|---|---|
| home language survey | initial screening tool to be given to enrolling students &determines what languages are spoken in the students home, then student takes diagnostic assessment to determine their proficiency in english language skills |
| Castaneda v. Pickard 1981 | decided ELL programs must meet 3 requirements1)program must be based on sound academic theory2)must have adequate resources and personnel to implement 3)program must do evaluations to determine if the language barriers of the students are being overcome |
| Equal Educational Opportunity Act of 1974 (EEOA) | states that no state shall deny the access to equal education by failing to take appropriate action to overcome language barriers that impede equal participation by its students in its educational programs |
| Lau Remedies | require bilingual education and ESOL instruction for Limited English Proficiency (LEP) students |
| Lau v. Nichols 1974 | ruled that schools receiving federal funds must provide programs to address the language needs of non English speaking students (doesn't specify program design or implementation |
| Keyes v. School District No. 1 Denver Colorado 1969 | latino parents sued the school district claiming that school officials were purposefully segregating the schoolsruled to give latino students the same rights ascribed to desegregation as had only been previously given to AfAm students |
| Immigration | movement to one place from another and sometimes refers to individuals and families |
| Migration | movement from one place to another (larger groups) |
| Proxemics | the study of the spatial requirements individuals have in relation to each other |
| cultural norms | the rules and standards a group uses to determine what are appropriate/inappropriate or accepted/expected behaviors |
| stereotype | holding an oversimplified belief that all people from a certain group with or with certain characteristics are the same. keeps us from seeing people as an individual |
| multicultural classroom | includes, incorporates, and represents many cultures. allows students to share their own cultures |
| cultural awareness | the development of sensitivity to and understanding of other cultures and the ways culture influences individuals |
| cultural assumptions | beliefs people hold due to their culture |
| Students with Interrupted Formal Education (SIFE) | students with limited or interrupted formal education. may not understand normal and expected classroom behavior |
| Assimilation | to become part of a new country or culture |
| home stage | students are comfortable in their new culture. embrace and are at ease with their identity in the culture. feel comfortable with their heritage and can be themselves |
| humor stage | students come to terms with their circumstances, move towards acceptance. see positive things about their new culture. some students may feel they are rejecting their home culture or some may be critical of the home culture |
| hostility stage | students are getting comfortable with getting around and meeting basic needs, but may feel at odds with the new culture and homesick. will view new culture unfavorably compared to old on. kids may be moody/depressed. new culture seems strange and annoying |
| honeymoon stage | students are delighted about the novelty of the new culture around them. New things seem interesting and fun. New culture seems exotic and stimulating, students are excited about the differences |
| acculturation | the process of adapting to a new culture. may take several years. 4 stages: honeymoon, hostility, humor, home |
| polychronic cultures | view time holistically and conceive of many things happening at once. flexibility>punctuality & line b/w work and play is blurry. strengthening relationships and social activities more important than task completion |
| monochronic cultures | time is seen as linear with one event happening at a time. value punctuality and clearly divide work and leisure time. schedules important |
| low context cultures | individualist. seem loose and informal and much more is explicitly stated. facts, evidence, and information communicated outright to avoid misunderstanding |
| nonverbal communication | use of gestures, facial expressions, body language, and distance between speakers |
| high context cultures | collectivist. Context and relationships factor importantly in communication. rules and traditions dictate interactions which are often formal and much is understood w/out being stated. use nonverbal communication |
| collectivist cultures | prioritizes the needs and outcomes of groups such as the greater community, society, or national. Identity is based on belonging to a group and behavior that contributes to group harmony is valued over personal goals/wishes |
| individualist cultures | value is placed on individual and individual accomplishments. values competitive behaviors, belief in equality, personal goals and ambitions take precedence over group goals, believe furthering oneself furthers the group |
| linguistic relativism | language only partially influences human thought and action. language relates to culture |
| linguistic determinism | all human thought and action is totally controlled by language. language determines culture |
| Sapir Whorf Hypothesis | states that a human's thoughts and actions are determined by the languages they speak & their culture is strongly related to their language |
| two way dual language program | for students whose primary language is spanish would provide a common grade level curriculum in both english and spanish but the classroom population would be half english speakers and half spanish speakers |
| one way dual language program | for students whose primary language is Spanish would provide a common grade level curriculum in both english and Spanish |
| dual language | common grade level curriculum is taught in 2 languages that can represent the 1st & 2nd language of one group or two groups |
| bilingual | ELs placed at appropriate grade level in classrooms in which the most instruction is delivered in the primary language with supplemental instruction in english taking place at a designated time and place during the school day |
| english as a second language (ESL) | learners placed at appropriate grade level in english speaking classrooms in which the teacher differentiates instruction to meet the instructional needs of students who have a primary language thats not English |
| differentiate | identifying conditions and materials that contribute meaningfully to the achievement of individual students |
| normative group | initial sample of test takers |
| norm referenced assessments | measure student performance in comparison to that of similar students. scores are compared to those of normative group. Used to rank students and differentiate b/w high/low achievers. hard to use correctly with ELs |
| criterion referenced assessments | measure test takers results according to a pre established performance standard related to a specific content domain whose results provide information regarding a students mastery of the measured skills. scores normally percentages |
| norms | population samples used to determine the reliability and validity of an assessment in order to ensure that the initial comparison groups included significant representation of linguistically, culturally, and socioeconomically diverse students |
| inferential items | require the test taker to read between the lines in order to determine what an author is implying. May demonstrate cultural bias when a test taker makes a reasonable inference based on their cultural background which is scored as incorrect |
| literal items | refer directly to the content of reading material where the answer is defined word by word |
| cultural bias | occurs when a test offends/penalizes a test taker due to items related to socioeconomic statues, gender, or ethnicity. Can cause items on an assessment to be more vague and difficult to answer for one group of students than another |
| language bias | occurs when a test that was originally developed for use in one language is translated to and administered in another which alters the original conditions under which the assessment was shown to have reliability and nullifying the scores |
| assessment bias | qualities that provide advantages or disadvantages to a particular group of students-results in scores that vary significantly from group to group according to gender, race, primary language, or ethnicity |
| comprehensive | multiple sources of data are evaluated by a multidisciplinary team. data demonstrate results in students first language and in English |
| to refer an EL for SPED | demonstrate that difficulty remains consistent even when language barriers are removed and that over time the student hasnt kept pace with other ELs that entered school at comparable times with comparable levels of proficiency |
| individualized education program | specifies the educational goals for the student and the services the school will supply to support the student in reaching those goals |
| learning disabilities | specific kinds of processing problems that can cause a person to have trouble learning and using certain skills like reading, writing, speaking, reasoning, doing math |
Created by:
cbowle14