ESL Study Material – Flashcards
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LEP
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Limited English Proficient - primary language is not English, student has difficulty performing ordinary work in English
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ELL
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English Language Learner - federal term, used interchangeably with LEP
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ESL Parent Denials
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do not receive state funding, but do receive federal funding
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Language
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born with ability to communicate, 3 - 4 years of age when tongue begins to form words
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Language is
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flexible, responsive, systematic and generative, a tool for thought, a medium of self-expression, used for communication
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Use language to
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communicate, transfer important messages, interact
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4 language abilities/skills/modes
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listening, reading, speaking, writing
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Receptive skills
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listening and reading
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Productive skills
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speaking and writing
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Silent skills
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listening and reading
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Language and culture
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language patterns and use a re different in different cultures, native language proficiency contributes to second language acquistion
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Communicative competence
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ability to use language appropriately in a variety of contexts
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Discourse
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rules of conversation, speech registers, nonverbal communication
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Nonverbal communication
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body language, gestures, eye contact, physical distance, . . .
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Behaviorism
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Bob Skinner, 1920's, learned by imitation, stimulus/response (dog/bell)
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Nativism/Generativism
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Noam Chomsky, 1960's, determined from within rather than external factors, innate cognitive capacity for language
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LAD
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language acquistion device
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Cognitivisim
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Jean Peaget, progression of abilities
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Sensorimotor stage
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0 - 2 shows ideas using the body
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Preoperational stage
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2 - 7 symbolic thought, can pick-up language quickly
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Concrete operational stage
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7 -11 logical operations
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Formal operational stage
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11 - beyond, abstract thinking skills
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Krashen's monitor model (1963)
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acquistion learning hypothesis, natural oder hypothesis, monitor hypothesis, input hypothesis, affective filter hypothesis
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Natural order
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in stages
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Monitor
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makes a mistake and corrects self
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Input
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works with both languages
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Affective filter
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goes up with negative response/blocks learning, praise - filter goes down/ learning occurs
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Acquistition learning hypothesis
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learning - going to school/formal education, acquisition - friendships/social (when both come together - dream in both languages)
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Natural order
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grammatical structures are acquired in predictable order
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Monitor
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editing device, occurs when suddicient time and conscious knowledge to communicate correctly; correct yourself
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Input
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result of comprehensible language input and not of language production; confident in both languages; point to things/gestures; labled pictures
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Affective filter
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filter determines how much a person learns in a formal or informal language setting; positive reinforcement - filter down, negative - filter up
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Silent period/stage
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new to English language, do not force to communicate, should be allowed to build up linguistic competence by active listening
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Positive role of first language
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all languages have patterns, grammar rules, . .
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Before 1960's
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proficancy in 1st language ahd nothing to do with proficancy in 2nd language; proven wrong - take rules in 1st and apply to 2nd
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CUP
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J. Cummins 1980, common underlying proficiency of languages; languages are interdependent
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Threshold Hypothesis
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Skutnabb-Kangas and Cummins 1976 - 77, 3 story house
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Limited Bilinguals
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low levels in both languages; bottom story - limited in L1 and L2; children who have not been taught native language or rules
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Less Balanced Bilinguals
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native-like level in one of the languages; in between - some school and some knowledge
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Balanced Bilinguals
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high levels in both languages; high levels in both cognitive abilities; can transition well between two languages
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Two dimensions of language
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iceberg; 1 - 2 years - basic English/social skills; basic inter-personal skills (BICS)
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BICS
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survival English; context-embedded language, language used to communicate every day; gestures, facial expressions, pictures
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CALP
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Cognitive Academic Language Proficiency; academic language, language used to develop higher order thinking skills, context-reduced language; 5 - 7 years
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Code-switching
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fluent in both languages (not Spanglish)
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Language borrowing
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taking words from other languages and making them English (rodeo, garage)
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Linguistic interference
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native language adding a vowel before a word (especial, estepanie)
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Developmental process
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not linear; from basic to cognitive
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Emotional language
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1st language; stronger language
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Level 1/Beginning
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little or no ability to function in English in social and academic settings
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Level 2/Intermediate
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limited ability to function in English in social and academic settings; can understand and use simple language structures and high-frequency English in routine contexts
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Level 3/Advanced
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can handle grade-appropriate English, althou ongoing linguistic support is needed
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Level 4/Advanced High
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can handle grade-appropriate English with minimal linguistic support; limited English does not stand in the way of academic achievement
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ELPS
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instruction
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TELPAS
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assessment
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Stages of English Language Development
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pre-production - beginning; early production - some phrases; speech emergence - gaining progress; intermediate fluency - complete sentences
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Pre-production
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minimal comprehension, 550 words, no verbal production, gestures, lessons based on listening comprehension
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Early production
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speak using one or two words or short phrases, expenad receptive vocabulary, activate students to produce vocabulary which they already understand
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Speech emergence
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longer phrases and complete sentences, expand receptive vocabulary, promote higher levels of language use; 7000 words
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Intermediate fluency
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engage in conversation and produce connected narrative, expand receptive vocabulary, develop higher level of language use in content areas, 12,000 words
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Assessment
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whole language survey, anything other than English must give oral proficiency test; must take test in both languages
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Assessment
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2nd grade and above must give norm referenced test also; Spanish TAKS is offered to 1st - 6th if 6th is elementary
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TAKS immigrant status
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student who has resided outside the 50 states for at least 2 consecutive years at some point in his/her history
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Migrant
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moves within 50 states from season to season
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LPAC
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determines placement; very powerful
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ESL requirements
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all LEP students for whom a district is not required to offer a Bilingual program shall be provided an ESL program, regardless of student's grade, home language survey, number of students
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Bilingual requirements
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school district which has enrollment of 20 or more limited English proficient students of the same language, classification in the same grade level PreK - 5; 6th if elementary
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Title III
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Federal - No Child Left Behind, must show progress if taking money, can deny up to 3 years for TAKS
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LPAC
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administrator, bilingual teacher, transitional language teacher, parent
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Bilingual Program
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comprehensible input; both English and native language
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ESL Program
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only English; may include multiple language groups instructed at one time
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Sheltered Instruction
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comprehensible input, affective environment, high levels of student interaction, student-centered, hands-on tasks
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Lau vs. Nichols
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law suite filed by Chinese parents in San Francisco in 1974; supreme court ruled that identical education does not constiture equal education
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Lau remedies
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1975, require school districts to submit a voluntary Civil Rights compliance plan if they had 20 or more students of the same language group
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Bilingualism
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manage two different languages of an individual
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Diglossia
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two different languages in a society; Paraguay: Spanish and Guarani
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Multiculturalism
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acceptance or promotion of multiple ethnic cultures; has more respect for other peoples and other cultures than a monolingual individual
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Stages of acculturation
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euphoria; culture shock, tentative recovery, assimlation or adaptation
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Difference between ELL and ESL
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ELL (LEP) student; ESL program
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Difference between academic achievement and English proficiency
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academic - level of knowledge in any language; English proficiency - beginning, intermediate, advanced, advanced high
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Internalized language
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L1- native, emotional language
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Self-contained ESL classroom
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one classroom for everything
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Sheltered English
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grouped within a classroom
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Phonemic awareness
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sound of smallest unit of letters
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Receptive skills
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listening and reading
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Productive skills
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writing and speaking
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Total Physical Response purpose
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engage student, gestures
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Silent period/stage
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no verbal, taking things in
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Immigrant for TAKS purpose
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out of US for 2 years
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Levels of language
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phonology, morphology, semantices, syntax, pragmatics
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BICS
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basic interpersonal communication skills; social
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CALPS
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cognitive academic language proficiency
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Code switching
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moving in and out of two languages; not Spanglish
