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Chomsky-no dialect or language is more complex or sophisticated than the other. We are all born with the capacity to learn any language w/o formal instruction

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Universal Grammar

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Language Aquisition Device

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LAD

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set of rules that could be used to produce language

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Generative Grammar

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our ideas, what we mean-derive meaning from social context

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Deep Structure

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what we say or write-literal meaning of words

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Surface Structure

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Krashen- grammatical structures aquired in a predictable order, independent of the order grammar is taught

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Natural Order Hypothesis

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Krashen-Pre-production (silent period), early production, speech emergence, intermediate fluency, advanced fluency

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Stages of SLA

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Krashen-learning is a concious process and used to monitor spoken or written output

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Monitor Hypothesis

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Krashen-i+1, language input slightly above current level yields optimal growth

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Input Hypothesis/Comprehensible Input

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Krashen-mental block can be produced by negative factors such as anxiety, low motivation, self confidence

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Affective Filter

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Vygotsky-distance between developmental level and level of potential development. Area between independent performance and assisted performance

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Zone of Proximal Development (ZPD)

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learner's abiity to apply and use grammatical uses, form correct utterances and know how and when to use them appropriately

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Communicative Competence

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effect of L1 on production of L2

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Language Interference

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interference of previous learning inprocess of learning something new

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Negative Transfer

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language system "inbetween" L1 & L2 that student develops while learning the L2 but is neither L1 or L2

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Interlanguage

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Social underlying proficiency (conversational language)

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SUP

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Common underlying proficiency - commonalities between L1 & L2, skills, ideas, concepts that students learn in L1 transfer to L2

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CUP

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Cummins-Basic Interpersonal Communication Skills - social setting language skills

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BICS

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Cummins-Cognitive Academic Language Proficiency - languatge needed to acquire academic skills and concepts

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CALP

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A-cognitively undemanding/context embedded; B-cognitively demanding/context embedded; C-cognitively undemanding/context reduced; D-cognitively demanding/context reduced

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Cummins Quadrant

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class of speech sounds, ie. /t/

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Phoneme

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one of a phones that make up a phoneme, ie. /t/ -> [t], [th], [ſ]

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Allophone

question

one part vowel

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Monothong

question

two part vowels consisting of a vowel and a glide in same syllable

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Diphthong

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occurs in unstressed word or syllable -schwa most common

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Reduced Vowel

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organization of speech sounds

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Phonology

question

two words pronounced the same but different meaning, ie. carrot & carat

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Homophone

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two words spelled the same but that mean different things, ie. left & left

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Homonym

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change of meaning by replacing one sound (phoneme) with another

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Contrastive

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change in sound (phoneme) does not change the meaning

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Non-Contrastive

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two words w/ different meanings that are pronounced the same except for one sound that differs, ie. team & teen

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Minimal Pair

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when a consonant becomes like a neighboring sound, ie. [d]->[dЗ], did you eat

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Palatization

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single sound represented by two letters, ie. siNG -> ŋ

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Digraph

question

ch, sh, th, wh

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Consonant Digraph

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two or more consonants together and each sound is heard, ie. "blend"

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Consonant Blend

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pattern of pitch movement across a sentence, the meaning of the sentence can depend in part on the intonation, it also helps mark boundaries of a syntactic unit

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Intonation

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sound relationship between the orthography and phonology of a language

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Graphophonics

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study of word formation

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Morphology

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smallest linguistic unit that can have meaning or grammatical function - 1 word = 1 morph

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Morphemes

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added pieces to a word (prefix, suffix) - change meaning or syntactic function to what attaches to

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Affix

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has to be attached to something else for it to mean something

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Bound Morpheme

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can stand alone and mean something

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Free Morpheme

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how words combine to form phrases and ultimately sentences

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Syntax

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position immediately before verb

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Subject

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position immediately after verb (direct object)

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Object

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used to express thing involvedin action, possesor, spatial relations, ie. with, in, or into, for, before, without, over, under

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Prepositions

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express manner, attutude, jusdgment of speaker, frequency, time, place, cause, or degree (answer how, when, where, how much), ie. quickLY, fast, often

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Adverbs

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to express definiteness, indefiniteness, quantity, ie. THE book, A table, EVERY day

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Determiners

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preposition + noun phrase

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Prepositional Phrase

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a group of words containing a subject and a verb

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Clause

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refer to unspecified people of things, many express some idea of quantity, ie. all, seceral, few, none, nobody, somebody

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Indefinite Pronouns

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used to indicate continuity of action vs. its completion, ie. I am singing (-ing verbs), can be used with all 6 tenses

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Progressive Form

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express an action or make a statement about something occuring @ an indefinite time in the past or something that's occured in the past and continues into the present-have or has + past participle, ie. I have watched/he has watched

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Present Perfect

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express action or make a statement about something completed in the past BEFORE some other past action or event-had + past participle, ie. I had watched

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Past Perfect

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express action or make statement about something that will be completed in the future before some other future action or event-will have or shall have + past participle, ie. I will have watched

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Future Perfect

question

be, do, have, will ,shall

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Auxilary Verb

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verbs that 1) don't take -s in 3rd person; 2) use "not" to make modals negative, even in simple present and simple past; 3) cannot be used in the past or future tenses, ie. can, could, may, might, must, ought to, shall, should, will, would

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Modals

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used to emphasize which items are being singled out and/ or distance from speaker. They are never used alone. ie, which, what, this, these, that, those

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Demonstrative Adjectives

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to identify or number the nouns they modify - a, an, the

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Articles

question

adding -er or "more", ie. careful, more careful

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Comparitive Adjectives

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requires -est or "most", ie. most careful (the highest of the comparison levels)

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Superlative Adjectives

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verb forms ending in -ing and used as nouns, ie. SKIING is a wonderful sport

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Gerunds

question

mood where speaker wishes to make a statement or a question, ie. "He IS leaving tomorrow." "DOES this plane FLY to London?

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Indicative

question

mood where speaker makes a command or request

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Imperative

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uses different form of the past and present to express matters of urgency, formality, possibility, or speculation, ie. "If I WERE..."

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Subjunctive

question

if the subject performs an action, ie. She sold a box of candy.

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Active Voice

question

f the subject receives an action, ie. She was sold a box of candy.

answer

Passive Voice

question

expresses a complete thought and can stand by itself in a sentence

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Independent Clause

question

part of a sentence but doesn't express a complete thought and cannot stand by itself

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Subordinate Clause

question

what is said about the subject, always contains a verb

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Predicate

question

cannot stand alone, conains a subject and a verb; begins with a relative pronoun (who, whom, whose, that, or which) or a relative adverb (whre, when, why); functions as an adjective (answers, "What kind?", "How many?", "Which one?"

answer

Relative Clause

question

a, an

answer

Indefinite Articles

question

the

answer

Definite Article

question

in front of nouns to indicate if referring to something specific or something or a particular type. 3 types: definite articles (a, an, the); demonstratives (this, that, these, those); possessives (my, your, his, her, its, our, their)

answer

Determiners

question

words, phrases or clauses that provide description in setences

answer

Modifiers

question

commonly used phrases that are not literal but figurative, ie. "To kick the bucket."

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Idioms

question

study of meaning

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Semantics

question

variety of language used for a particular purpose or setting

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Register

question

awareness of own knowledge and ability ot understan, control and manipulate our cognitive processes

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Metacognitive

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Code Switching

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Metalinguistic

question

aspects of spoken communication that do not involve words, ie. body language, gestures, pitch

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Paralinguistics

question

switching between two languages when speaking

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Code Switching

question

words that have similar spelling, pronunciation and often meaning in two languages, ie. florist/florista

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Cognates

question

teaching what sounds correspond to what letters and how to blend the sounds together to learn to pronunciate an unknown word

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Phonics

question

providing lots of information and comprehensible input (realia, videos, etc.) before starting a unit

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Frontloading

question

reflecting on our experiences, we construct our understanding. LEarning is the process of adjusting our mental o=models fornew experiences. WE call upon and build on prior knowledge

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Constructivism

question

acquisition of new behavior; conditioning through environmental stimuli (Skinner, Pavlov)

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Behaviorism

question

happens during instruction and gives teachers information on whether they need to adjust their teaching and the students learning. Helps ensure students achieve targeted standards. Students are involved in assessing their own learning and helping others.

answer

Formative Assessment

question

givent o determine what known @ a pint in time, ie. state assessments, end of unit tests

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Summative Assessment

question

demonstrate knowledge, skills, process by which problems are solved, ie, group projects where students need to plan, research, synthesize information and present; portfolios; essays

answer

Performance Based Assessments

question

Data driven -> standardized tests

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Formal Assessments

question

aka Authentic Assessments - content and performance driven, ie. writing samples, homework, journals

answer

Informal Assessments

question

assess what has been learned in the content area

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Content Based Assessments

question

based on activities and stories developed from the learner's personal experiences. The Stories are written down by the teacher and are read together with student until s/he associates the written form wth teh spoken form (top down approach)

answer

Language Experience Approach

question

reading for meaning

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Top-Down Reading Approach

question

emphasizes written text. Go from smallest to biggest linguistic units Identify letters ->words->sentence->paragraph->text

answer

Bottom-Up Approach

question

students are giventhe opportunity ot understand what they can learn and how they can learn the language more effectively and efficiently->make aware of what strategies they can use and who/when to use them

answer

Strategy Based Instruction

question

focus on formal aspects of language (teaching grammar, spelling, intonation...)

answer

Form Focused Instruction

question

what and why students must learn - performance tasks are directly related to standards.

answer

Performance Based Instruction

question

focus on listening, speaking, reading and writing -student centered, focus on what students need, know, and can do, taking into consideration different learning styles and diveloping skills and other strategies

answer

Proficiency Based Instruction

question

based on the output of language

answer

Production Based Instruction

question

acquire language while using context of subject matter

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Content Based Instruction

question

Gardner-bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, logical-mathematical, linguistic, musical, spatial

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Multiple Intelligences

question

focused on language structure, function and vocabulary

answer

Grammar Based ESL

question

focused on using language in a meaningful context

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Communication baed ESL

question

developing language skills and grade level content learning

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Content Based ESL

question

teach grade level material in English and in a comprehensible and engaging manner while developing language skills. Contains language and content objectives, modified curriculum, supplemantary materials, alternative assessment

answer

Sheltered Instruction/Structured Immersion

question

Shelterd Instruction Observation Protocol

answer

SIOP

question

can be gradespecific or an ESL class. COntent is taught by integrating langauage and content objectives in the same lesson. content is scaffolded to provide comprehensible input and modified grade level curriculum. The goal is to make content accessible while working on their English skills

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Sheltered Classroom

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students taken from regular class in small groups and the work on a specific skill

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Pull-Out ESL

question

whole group instruction in regular class, the ESL teacher is in the regular classroom along with classroom teacher

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Push-In ESL

question

integrates content area instruction with languge development activities and explicit instruction in learning strategies. Develops CALP skills in English through cognitively demanding activities and comprehension is assisted by contextual support. Scaffolded instruction guides acquisition of conent

answer

CALLA- Cognitive Academic Language Learning Approach

question

programs designed to meet the needs of incoming ELL's with low English literacy skills and limited schooling in their L1. The goal is to acquire beginning Enlish skills and core academic skills and acculturate to school system

answer

Newcomer Program

question

receive instruction in L1 for at most 3 years, the goal is to transition studens out into all English classrooms. Provides support in learning core subjects while learning English. L1 not developed nor attention given to its maintenace once mainstreamed. AKA - early exit bilingual program

answer

Transitional Bilingual Program

question

continued L1 support for academics through elementary. About 40% of academic instruction in L1. Student is English proficient when mainstreamed. AKA-late-exit bilingual program

answer

Developmental Bilingual Program

question

goal to develop speaking, reading, writing, proficiency in both L1 & L2. CLass is made up of 1/2 English speakers and 1/2 speakers of another common language. Instruciton goes up to 50/50 in each language.

answer

Two-Way/Dual Immersion

question

collaborative learning activities

answer

Kagan Strategies

question

process by which an individual adapts to a new culture

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Acculturation

question

pronunciation accompanied by breathing out

answer

Aspiration

question

controls how much input the learner comes into contact with and how much that's converted into learning. Affected by anxiety, etc.

answer

Affective Filter

question

the use of more words than necessary to express something, especially to avoid saying it directly

answer

Circumlocution

question

group of consonants which have no intervening vowel, ie. /spl/ + /ts/ for "splits"

answer

Consonant Clusters

question

belief that one's culture is superior

answer

Ethnocentrism

question

Limited English PRoficient

answer

LEP

question

National Association of Bilingual Education

answer

NABe

question

to make a sound nasal by lowering the soft palate so that air flows through the nose

answer

Nasalization

question

study of distance individuals maintain between each other in social interactions and how this separation is significant

answer

Proxemics

question

studyo f langauge acquisition and use in relation to the psychological factors controlling its use and recognition

answer

Psycholinguistic

question

study of signs and symbols of all kinds, what they mean, and how they relate to the things or ideas they refer to

answer

Semiotics

question

1st stage of SLA at preproduction stage-students may not communicate during this time except in nonverbal ways

answer

Silent Period

question

focus on grammatical rules, syntactic structures, rote memorization of vocabulary and translation of literary texts

answer

Grammar Translation Method

question

oral language focus-instruction is in the target language with no translation to assist. Focuses less on explicit instruciton of grammar rules and structures and more on the repetition and memorization of language patterns.

answer

Direct Method

question

Rapid means of learning a foreign language (used my military). Patterns of drills and dialogue designed to develop grammatical structures and vocabulary in a highly sequential manner. Language acquisition as the memorization and recall of language patterns

answer

Audiolingual Method

question

language as a tool for communicating information and ideas through teaching. Create realistic context for SLA in classroom, focus on functional language usage and ability to express self

answer

Communicative Language Teaching

question

coordination of speech and action. Oral commands in target language and students physically carry them out.

answer

Total Physical Response (TPR)

question

i +1 is applied- communication activities, contextualized acquisition opportunities presented, active demonstrations to convey meaning by associating words and phrases with objects and actions. Comprehension before production, indirect error corretion

answer

Natural Approach

question

students choose waht they want to learn, the teacher serves as a counselor. SAid to ease affective situations

answer

Community Language Learning

question

presents learners with simple linguistic situations that they were to observe and then describe in the target language, focusing especially on actions they witnessed. Teacher is silent after sets up classroom situations. Learners have to work with what they know to absorb learning

answer

Silent Way

question

relaxed environment (dim lights, soft music) students listen to dialogues then practice them STudents may "become" a character in the target langauge. Designed to place as much language teaching emphasis on learner personality and motication as taht typically placed on intellect

answer

Suggestopedia

question

equal vs. equitable treatment for LEP students. Supreme Court ruled that schools were to provide LEP students with support to learn English and content

answer

Lau v. Nichols

question

Teachers of English to Speakers of Other Languages-organization that puts out a journal, national/international conferences, and sets language learning standards for English learners

answer

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