Key terms to know for the ESL (and SEI?) MTEL
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| Oracy |
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| Semantic map |
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| CALLA | Cognitive Academic Lang Learning Approach; provide CI; content primry focus & lang. skills develop'd as needed; give info var. ways & model processes; cooperative learning struc's; auth & hands-on; self-evaluate lrning & strategy use; apply to own lives
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| Conversational repair strategies (def) |
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| Conversational repair strategies (examples) |
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| Semantics (definition) | Meaning of sent W/O the context; relations of wds to interpreters of them; ONLY meaning from grmmr/vocab, NOT implied meaning (think lawyer)
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| Inflectional Suffix | doesn't change part of speech (ex: boy/boys)
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| Derivational Suffix | changes part of speech (ex: work/worker)
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| Syntax (definition) | Sentence stucture
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| Syntax (components) | word order; grammatical function of words; simple/compound,/complex sent's
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| Semantics (components) | lexical (word-level); phrasal (sentence-level); denotation (NOT connotation); homonym/homophone/homograph
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| Pragmatics | connotation; how language is used in real life; inferring; incl. non-verbal communication
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| Compound Sentence | has 2 independent clauses *of equal syntactic value* (Jane was hungry, so she ate.) Remember FANBOYS
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| Complex Sentence | has an independent & a dependent clause
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| Language Aquisition | mostly passive;
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| Behaviorism Theory | SKINNER; bhvr reinforcement: associating words w meanings & positive outcomes
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| Innatist Theory | CHOMSKY; children born with Universal Grammar aka Language Acquisition Device; automatically know how to combine nouns & verbs to make new sentences
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| Social Interactionist Theory | VYGOSTSKY; we learn language via nature AND nurture;
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| SocioCultural Theory | childs observe adults communicating 1st and then develop own skills; learn best through cooperative problem solving
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| Communicative Competence (definition) | a learner's ability to use lang to communicate successfully
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| Communicative Competence (components) | Grammatical knowledge of:
Syntax
Morphology
Phonology
Social Knowledge
How/when to use lang. appropriately
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| Stages of 2nd Language Acquisition | 1)Preprod- silent pd
2)Early prod- lim. compr; yes/no; 1-2 wd; 1000
3)Spch emerg.- more compr; sht phrs/simpl sent's; 3000
4)Interm flncy- Xclnt compr; min. grmmr errs; complete sent's; 6000
5)Adv flncy- convrst'n; complete & complx sent's
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| Learning/Acquisition Hypothesis | KRASHEN;
learning= lvls 4-5; conscious process studying rules/vocab; lvls 4-5
Acquisition= lvls 1-3; subconscious; reqr's meaningful interaxn in TL w spkrs concerned w content/message, not form;
Stu's can acqur lang at same time as lrn content if CI
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| Monitor Hypothesis | KRASHEN; device to monitor spkr's output; internal self-editing; K says can hinder acquisition process; better for when fluency established; not for ELD 1-3
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| Natural Order Hypothesis | KRASHEN: acquisition of grmmr struc's follows natrl order:
-present & past progressive, then plural conjugations, etc
-possesives often last, as rules can be more complx
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| Fossilization | loss of progress in SLA. ex:
-mistake spkrs know is wrong but keep making (in spite of correxn)
-error from habit made subconsciously
-learned wrong & need to change but keep making mistake
-error spkrs make when focused but still make on own
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| Positive & Negative Transfer | +: transfr commn lang rules from L1 to L2; useful when similar pttrns btwn 2 langs; ex: cognatesstrong L1 skills necessary
-:overgeneralization; false cognates
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| Interlanguage | when L2 spkr not fully but nearing proficient in TL; holds onto some ftrs of L1 or overgeneralizes L2 rules; spkr still btwn 2 langs; can fossilize
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| BICS | Basic Interpersonal Communication Skills; "surface" list/spk skills; typical acqu'd quickly; everday, fam. vocab; sch & context *embedded* lang used frequently; non-academic times; native-like fluency in ~2 yrs
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| CALP | Cognitive Academic Language Proficiency; acad lang aX sch & prof settings, incl mult. registers; cope w academic demands aX various subj's; content-specif. & tech. vocab; complx sent struc & extnded discourse; formal lang; ~5-7 yrs
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| Common Underlying Proficiency | Cummins; fnd'tn for dev'mnt of L1 & L2 skills>> central operating sys w lang. skills & implicit metalinguistic knwldge; Xferring knowldg; L1 knwldg helps make CI for L2; suppts idea that being 2lingal is cogntve advntg>>CONTINUE L1 DVLP; iceberg analogy;
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| Task Difficulty (components) | Context-embedded; Context-reduced; cognitively demanding + context reduced; pg 90 image
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| Context-Embedded Task | S has access 2 range of vis. & oral cues; ex: illustrations, can ask ?s, etc; face-to-face convo w friends
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| Context-Reduced Task | Listen 2 lecture or reading txt w no other sources of help except lang. itself; ex: close reading; social convo over phone
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| Cognitively Demanding + Context-Reduced | Most difficlt, esp for early L2 spkrs; ex: MCAS, math wd prob w/o manipulatives & visuals, retelling story w/o organizer & wd bank
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| Grammar Translation Method | students learn grmmr rules and apply them to translate L1<>L2; better suited for literature & intellectual development; traditionally used for greek & latin
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| Direct Method | Reaxn to GTM; begin w dialogue; info presented w axns or pics; L1 NEVER used; ?s asked/answered in L2; grmmr &cultr taught inductively; verbs conjugated later; txts not analyzed grmmtically
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| Audiolingual Method | based on SKINNER's bhvrism; sys of reinforcement; drills, etc; repetition & restatement
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| Communicative Approach | goal=authentic Xaction btwn stud's; S's given tasks to complete in L2; functional develpmt; more S-centered; help develp communicative competence in auth. contexts; ex: role-playing, interviews; build bridge btwn academics & real-wrld tasks
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| Natural Approach | says S's acqur L2 same way as L1, thus lang. learn. shouldn't be forced;
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| Content-Based ESL | Natural approach + theme; early speech @ slow & natural pace; focus on comm over form; best 4 beginners; Tchr creates situat'n to practice lang around interests of S's; classrm calm & stress-free
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| SDAIE | Specially-Designed Academic Instr. in Eng; parent of SIOP; *frqunt opp's for S's to talk*; clarify in L1; re-present info in many forms; 1)All S's can learn 2)All have lang 3)Self-concept tied to lang, -> L1 need 2b used sometimes
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| SIOP | 1)Planning 2)Build background 3) CI 4)Var. tch & lrning strat's 5)XACTION! 6)Checklist/rubric, esp for writing; students must be engaged ~90% of the time
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| LEA | Lang. Experience Apprch; best for lvls 1-3 & SWD; small-grp or indiv; T writes S's oral wds exactly, only correcting spelling, then leads S thru correcting grmmr mistakes
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| Language Objectives | Prepare for vocab & grmmr you shld pre-teach, review, &/or assess for S's to master Content; Content objctive = WHAT to know, Lang objctive = HOW will show what learned; Lang objctives can be embedded in Content objctives
Pages 112 & 113!
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| WIDA Levels (in order) | EEDeb!
1)Entering (~pre-prod)
2)Emerging (~early prod)
3)Develping (~speech emergnce)
4)Expanding (~interm. fluency)
5)Bridging (~adv. fluency)
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| WIDA-Entering/Beginning | Wds/phrs/chunks of lang; yes/no answrs; single wds 4 ideas; commands, wh- ?s, declaratives); Phrs pttrns from common situations; limited but gen., everday vocab
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| WIDA-Emerging | Phrs/short sent's; formulaic, repetetive grmmr structr aX content ares; soc. & instr. wds/phrs: can I go to the BR. I need a pencil. etc)
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| WIDA-Developing | Short & some Xpanded sent's; can engage in clssrm convo's; Xpanded Xpressn of 1 idea or emerg. Xpressn of mult. ideas; repetitive w occ. variation; spcfic & occ techn. content wds
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| WIDA-Expanding | Shrt, Xpanded, some complX sent's; organized Xprssn w emerg. cohesion; var'ty grmmr struc's; consistent use of conventions; sent pttrns spcfc to content areas; wds/phrs w mult. meanings aX cont areas; idioms
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| WIDA-Bridging/Advanced | mult, complx sent's; organzd, cohesive, coherent Xprssn of ideas; var'ty of grmmr struc's/sent pttrns, matched to purpose; nearly consistent use of conventions, including for effect; techn'l & abstrct content-lang; wds/phrs w precise meaning; *confidence
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| Cooperative Group Structures |
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| Distinctions/Types of ELLs (Immigration types) | Immigrant - Push/pull factors? Hopes/fears?
Refugee - Trauma/PTSD?
Migrant - Transitory. How often moved?
Ethnic minority - Cult. unassimilated. Build on identities they bring!
Sojourner - Temporary stay. Temp visa/work
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| Distinctions/Types of ELLs (Academic types) | Newcomers:<2yrs in US. Silent pd. but absrbng.
SIFE: >2yrs of gaps in ed (sLife <2). Need litcy & mth.
Long-term ELL - most life in US; 2ling/Eng dom. Struggle all areas. BICS>CALPS. Dropout!
Grade-lvl/Adv Content Knwldge:
G/T
SWD:No eval<2yrs
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| Intercultural Communication |
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| Productive Language vs Expressive Language? |
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| Factors that Impact Oral Language Development | Personality - Risk taker?
Age - Earlier = better
(Dis)ability - Spch/lang delas possible. Assess L1 to check.
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| Readers Theater |
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| WIDA Speaking Rubric? |
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| Automaticity | Fast, effortless word recognition that comes with a great deal of reading practice. Necessary but not sufficient for fluency.
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| Prosody | Expressiveness in reading; incl. timing, phrasing, intonation, & emphasis. Signals that readers are paying attentionto what they are reading AND can use brain to think abt txt while reading it.
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| Inferential Comprehension |
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| Tier 1 Words |
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| Tier 2 Words |
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| Tier 3 Words |
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| Language to Preview Before Reading |
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| Language to Teach During Reading |
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| Language to Teach/Review After Reading |
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| Four Components in Reading Programs |
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| Semantic Cues | Meaning cues; Does it make sense? use bkgrnd knwldge & context; keywds/familiar wds; sent. b4 & after; reread and summarize chunks
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| Syntactic Cues | Structure cues; order/struc; Does it sound right? Inflectional cues (-ed, etc); Pay attention to POS, ex: "warm regions" -> warm is adj, so regions prob noun
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| Reciprocal Teaching |
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| Guided Reading | Xvention to suppt sml grp w decoding/comprhnsion strat's; ex groups: same decoding skill, same rdng lvl, same comprhnsn skill, S's struggl w inferential thinking; typclly 20-30 mins 3x wk
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| Running Record |
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| Reading Inventory |
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| Miscue Analysis |
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| Features of Fiction |
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| Features of Nonfiction |
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| Complex Sentence Reading Deconstruction |
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| Types of Fiction Graphic Organizers |
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| Semantic Map |
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| Concept Map |
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| Word Splash |
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| Brainstorming Web |
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| KWL Chart |
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| Story Map/Plot Diagram |
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| Sequence Chart/2-Column Notes |
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| Character Analysis Map |
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| Top-Down Web |
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| Anticipation Guide |
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| Types of Nonfiction Graphic Organizers |
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| Cycle Map |
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| Anecdotal Records |
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| Leveled Text |
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| Steps in Writing Process |
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| R.A.F.T. Writing |
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| Language Control (from WIDA rubric) |
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| Functional Approach to Writing |
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| Language Experience Approach |
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| WIDA Writing Rubric (components) |
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| Criterion-Referenced Tests | Summative; fixed set of pre-determined critera/standards; ex: unit test, reading benchmarks, MCAS, METEL=
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| Norm-Referenced Tests | Bell curve; ranks; compares to peers; ex: IQ, SAT, Woodcock-Johnson
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| Factors to Consider when Assessing ELLs | Linguistic distance btwn L1 & L2; Family litcy/edu; prior schooling; family mobility; SES; time in US; trauma; affective filter
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