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Stage II: The Early Production Stage

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-- 6 months...later -- 1,000 words (receptive/active) -- One/two-word phrases -- Comprehension of NEW material (questions) - Yes/no - Either/or - Who/what/where/...

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Stage III: The Speech Emergence Stage

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-- 1 year...later -- 3,000 words -- Simple sentences -- Grammatical errors that interfere with communication

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Stage IV: The Intermediate Language Proficiency Stage

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-- 1 year... more -- 6,000 words -- Complex statements -- Opinions, share thoughts -- Ask for clarification -- Length.

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Stage V: The Advanced Language Proficiency Stage

answer

-- 5 to 7 years -- Specialized content-area vocabulary -- Grammar/vocabulary comparable to native speaker

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Stephen Krashen

answer

"Acquisition requires meaningful interaction in the target language -natural communication -in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding."

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Acquisition / Learning

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-- Experience interactions with the language -- Natural assimilation -- Intuition -- Subconscious process -- Similar to first language -- Store information about the language -- Study with written text -- Logical deductive reasoning -- Form is of great importance

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Krashen's theory

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-- the Acquisition-Learning hypothesis -- the Monitor hypothesis -- the Natural Order hypothesis -- the Input hypothesis -- Affective Filter hypothesis

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Monitor hypothesis

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-- practical result of learned grammar -- acts in a planning, editing and correcting function -- Minor role: correct deviations from 'normal' speech and give speech a more 'polished' appearance

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Use of the Monitor hypothesis

answer

-- Individual variation among language learners -- Under-users (extroverts) -- Over-users (introverts, perfectionists) -- Optional users

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Natural order

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-- Acquisition of grammatical structures follows a predictable order -- Order seems to be independent of the learners' age, L1 background, conditions of exposure

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Input

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-- Only concerned with acquisition -- Input + 1 -- Comprehensible

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Affective filter

answer

-- variables play facilitative, non-casual role in acquistion -- Motivation -- Self-confidence -- Anxiety

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Cognitive Linguistics

answer

-- Efficiency -- Grammatical structures of language are directly associated with the way people conceptualize

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Cognitive principle of relevance

answer

* The human cognitive system is geared to look out for relevant information, which will interact with existing mentally-represented information and bring about positive cognitive effects based on a combination of new and old information. * Communicative principle of relevance: • Follow path of least resistance. • Stop when expectations are satisfied.

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Grammar

answer

• Krashen: when target language is used to explain = [I + 1] + filter is low (focus is not on medium, but on what is talked about) = acquisition! • Non-native instructors are best • If primary goal is interaction (acquisition), native instructors have an advantage

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Terminology

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• Limited English Proficient (LEP) • English language learner (ELL) • L1 -native language; usually Spanish • L2 -usually English • L2 development is dependent upon L1 development.

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Language Dominance

answer

refers to language development.

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Language Proficiency

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provides a description of the individual's language development involving listening, speaking, reading, and writing skills. Levels govern the assessment process.

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Common Underlying Proficiency

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learned skills or concepts transfer from one language to another. ex. Literacy skills

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Separate Underlying Proficiency

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Language proficiency in one language is separate from another. Learned skills do not transfer.

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Threshold Hypothesis

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Successful second language learning is dependent upon the individual reaching the threshold level of native language ability.

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Code-switching/mixing

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controlled blending of languages

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Second Language Proficiency_CALPS_4-10yrs

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Cognitive Academic Language Proficiency The language necessary to understand and discuss content in the classroom.

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Second Language Proficiency_BICS_2-3yrs

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Basic Interpersonal Communication Skills The language necessary for day to day living, including conversations with friends, informal interactions.

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Stages of Second Language Acquisition

answer

• Preproduction: receptive skills better developed • Early Speech Production: yes/no questions • Speech Emergence: "wh" questions • Intermediate Fluency: appear fluent

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Characteristics of Second Language Acquisition

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• Interference • Silent Period • Fossilization • Code-Switching/Mixing • Language Loss

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Formal/informal evaluation of L1/L2 language skills

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- Receptive vocabulary skills - Expressive vocabulary skills - Oral communicative proficiency - Bilingual verbal ability - informal language assessments; story-telling/re-telling, language samples, observations, etc.

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Evaluate acculturation of the student

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- Compare to siblings/peers - Family dynamics - Prior educational experiences - Ties to country of origin, if applicable - View of host country/society - Aspirations - Motivations - Age

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Selection of assessment language

answer

- Assessment of bilingual individuals - Dual language cognitive/academic achievement assessment, if available. -- Nonverbal, if needed.

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Cautiously interpret results

answer

- Compare results to work samples, CBM - Cultural/linguistic loading of assessment instruments - Norm samples - Translations

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Use alternative assessment processes to supplement findings

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- Curriculum-based measurement - Dynamic assessment

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Collaborative Assessment

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1.) Curriculum-Based Measurement (CBM) is used to monitor academic progress through direct, formative assessment of developing skills. Ex. reading comprehension. 2.) Task analysis to identify skill components. 3.) Frequent probe administration, beginning with baseline. 4.) Classroom-wide data collection/error analysis/program evaluation. Ex. Chart Dog from www.interventioncentral.org

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Collaborative Assessment

answer

- Dynamic Assessment - Fluid, not a snapshot of student - Test-teach-retest format - Targets the zone of proximal development (the instructor facilitates the students problem-solving)

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Shared Characteristics of Language Acquisition Difficulties and LD

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• Academic underachievement; address 1-2 year deficits through additional support, not special education evaluation • Low vocabulary, short utterances • Hesitant responses • Poor memory/retrieval/comprehension • Difficulty following directions • Limited attention span • Low frustration level • Poor organization skills • Communication/social difficulties with peers

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ELL_Reform models

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• school structures and leadership • language and literacy instruction • integration of language, literacy, and content instruction in secondary schools • cooperative learning • professional development • parent and family support teams • tutoring • monitoring implementation and outcomes

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ELLs must meet Adequate Yearly Progress

answer

• Title I: Expectations for reading and mathematics • Title III: Annual Measurable Year Objectives • English language learners must demonstrate satisfactory progress in learning English and in attaining English proficiency on standardized content and language assessment instruments.

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Arizona, California, Florida, and Massachusetts

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Passed laws detailing the types of educational programs available to English language learners

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English-only: Developing literacy in English_English language development (ELD)

answer

English (only)

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English-only: Developing literacy in English_English as a second language (ESL) pull-out

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English; students are served in mainstream classrooms with ESL instructional support provided in the classroom by a specialist

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English-only: Developing literacy in English_Sheltered English instruction

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English adapted to students' proficiency level, supplemented by gestures, visual aids, manipulatives, etc. L1 support may be provided separately.

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English-only: Developing literacy in English_Structured English immersion (SEI)

answer

All instruction in English, adapted to students' proficiency levels. L1 support may be provided separately.

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Transitional bilingual programs

answer

-- Students may receive native language instruction for as few as 2 yrs ("early-exit") or as many as 6 yrs ("late-exit") alongside instruction in English. -- The proportion of language use can vary from 50-50 (students get 50% of their instruction in English and 50% in their native language), to 60-40 or 70-30, depending on school, district, or state bilingual instructional policies.

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Bilingual: Developing literacy in two languages simultaneously_Bilingual immersion, Dual language immersion, Two-way immersion, & Developmental bilingual education

answer

Both English & students' native language (L1), usually throughout elementary school

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Bilingual: Developing literacy in two languages simultaneously_Late-exit, Maintenance education, & Heritage language Indigenous language program

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Both English & students' native language (L1).

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Bilingual with transitional support: English acquisition; transfer to English-only classrooms_Early-exit & Transitional bilingual education

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Both English & students' native language (L1). After transition, no further instruction in L1.

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Developmental Bilingual Education (DBE)

answer

Late-exit transitional model or "maintenance bilingual" programs: -- Provides instruction in both English and students' native languages but the goal is to teach English to language minority students, rather than foster dual language proficiency -- Promote ELLs' facility in both their first and second languages

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Cognitive Academic Language Learning Approach (CALLA)

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• Post-elementary level • builds on cognitive learning theory and integrates academic content instruction with explicit instruction in language development and learning strategies. • based on the premise that ELLs need explicit instruction in the academic language necessary for academic success.

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CALLA cycle of instruction

answer

1. Preparation helps students become aware of their existing knowledge and strategies they may already know (teacher's cultural awareness). 2. Presentation provides students with new information -- develop new language and learning strategies. 3. Practice stage, teachers give students opportunities to practice their new language and learning strategies 4. Evaluation stage, students evaluate their progress and develop metacognitive awareness of their new learning strategies and the new material they have learned. Discussing their learning activities fosters students' self-evaluative and metacognitive skills. 5. Expansion stage, students make connections between new material, what they already know from school, and their experiences beyond school. Students choose the best strategies and learn how to apply them across environments and contexts.

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Sheltered Instruction Observation Protocol (SIOP)

answer

Research-based observation instrument, measures sheltered instruction and provides a model for lesson planning of academic English skills in reading, writing, listening, and speaking. • Preparation: incorporating language development and content into each lesson • Building background knowledge: using students' knowledge and prior experience to connect to new content • Comprehensible input: ensuring that ELLs understand classroom dialogue and texts (for example, adjusting speech, modeling tasks, or using visuals, manipulatives, and other methods to deliver academic content) • Strategies: teaching strategies explicitly to help students learn how to access and remember information, scaffolding strategy use, and promoting higher order thinking skills • Interaction: encouraging the use of elaborated speech and appropriate student grouping for language development • Practice and application: using classroom activities that build on and extend language and content development • Lesson delivery • Review and assessment: evaluating whether the teacher reviewed key concepts, assessed student learning, and provided students with feedback

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Specially Designed Academic Instruction in English (SDAIE)

answer

• akin to sheltered instruction. • give access to the core curriculum while promoting English language development • borrows from ESL strategies • emphasizes the use of realia, manipulatives, visuals, and graphic organizers, with plentiful opportunities for peer interaction, e.g., multiple representations of information help ELLs understand academic content. • use of collaborative and cooperative learning groups • scaffold student learning through small-group instruction and the use of students' native language as appropriate • teachers are facilitators that guide students to learn academic content through the use of strategies.

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Bilingual Cooperative Integrated Reading and Composition (BCIRC)

answer

• Grouping and teaming: Students collaborate within and among reading groups, which allows students of varying reading abilities to learn from each other. • Basal-related activities: Conducted before, during and after reading activities, a set of 13 activities helps students engage meaningfully with texts. • Assessment: Every third class period, on average, students take a comprehension assessment based on the story they read. The assessment includes writing meaningful sentences for vocabulary words and an oral reading component. The results gauge student performance and guide further instruction. • Homework: Students must read a book at home and complete an in-class book report every two weeks. Parents are encouraged to discuss the books with their children.

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Improving Literacy Transitional Instructional Program (ILTIP)

answer

The method is based on four theoretical principles: • Provide students with academic challenges; • Ensure continuity across grades and content; • Make connections between students' background knowledge and new information; • Ensure that the program is comprehensive, multi-dimensional, and focused on all aspects of language development using multiple instructional techniquesTransition stages of ILTIP: 1. In the Pre-transition phase (optimally, grades 2 and 3) 2. Transition I (optimally, grade 4) 3. Transition II (optimally, grade 5)

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Comprehensible input is present when?

answer

Target language is used at a level slightly higher than the learner's current level

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BCIRC Method?

answer

uses explicit instruction in reading comprehension, language and literacy activities, and integrated language arts and writing tasks.

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SIOP Method?

answer

Offers teachers tools for working with ELLs regardless of the language of instruction.

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English-only approach?

answer

Structured English immersion, in which English learners receive gradually decreasing native language supports as they develop sufficient English language skills.

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Instructional programs for ELL?

answer

Occupy a continuum with the bilingual model at one end and English-only at the other.

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LPAC

answer

language proficiency assessment committees

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Teaching ELLs in Texas

answer

Incorporate the teaching of English in daily content area instruction and to linguistically accommodate (communicate, sequence, and scaffold) the instruction according to the English language proficiency levels of their ELLs

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Contingency Contracting

answer

• The behaviors students are to complete or perform. • The consequences (reinforcement) the instructor will provide. • Initially reward imperfect approximations of the behavior. • Provide frequent reinforcement. • Reward accomplishments rather than obedience. • Be fair, clear, and positive.

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Types of Group Contingencies

answer

• Dependent Contingencies • All group members share in the reinforcement if one individual achieves a goal. • Interdependent Contingencies • All group members are reinforced if all collectively (or individually) achieve the stated goal. • Independent Contingencies • Individuals within the group are reinforced for individual achievement toward a goal.

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Consequences of Behavior

answer

• Natural consequences should be provided when the situation itself provides the contingencies for a certain behavior. * Example: Student forgets permission slip for a field trip and isn't allowed to go on the field trip. • Logical consequences occur when there is a logical connection between inappropriate behavior and the consequences that follow. * Example: Student forgets lunch money and has to borrow money in order to eat.

question

Positive Behavior Support

answer

Involves the assessment and reengineering of environments so people with problem behaviors experience reductions in these behaviors and increase the personal quality of their lives. • Emphasizes fixing the environment rather than just focusing on changing the behavior of individuals. • Utilizes functional behavioral assessment.

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Differential Reinforcement of Lower Rates of Behavior (DRL)

answer

• Use positive reinforcement strategies as a behavior reduction tool. • Teacher provides appropriate reinforcement to students for displaying lower rates of a certain behavior that has been targeted for reduction. * Example: Good Behavior Game

question

Extinction

answer

Teacher withholds reinforcement for a behavior. * Example: Teacher ignores misbehavior. * Suggestions • Analyze what is reinforcing the undesirable behavior. • Understand that extinction is desirable because it does not involve punishment, but will take time to be effective. • Do not use with behaviors that require immediate intervention. • Recognize that withholding reinforcement is likely to induce an increase in undesirable behavior and may produce an aggressive response. • Provide reinforcements to students who demonstrate appropriate compatible behaviors.

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Benign Tactics (Cummings, 1983)

answer

Law of Least Intervention: • Eliminate disruptive behaviors quickly with a minimum of disruption to the classroom or instructional routine. Examples include: * Position yourself physically near students who are likely to create problems. * Establish eye contact and maintain it with a student who is behaving inappropriately. * Stop talking for a noticeable length of time to redirect student attention. * Use humor to redirect inappropriate behavior.

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Punishment

answer

The presentation or the removal of something pleasant as a consequence for the performance of an undesirable behavior. Examples: * Reprimands * Time Out * Response Cost Punishment is the least preferable option. These strategies should be chosen sparingly and after careful consideration.

question

Generalization and Maintenance

answer

• Once student behaviors are at acceptable levels, the next stages involve helping students transfer what they have learned to new contexts (i.e., generalization) and maintain their established levels of performance (i.e., maintenance). • Teachers must program for both generalization and maintenance stages.

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Components of Self-Management

answer

• Self-Regulation • Self-Evaluation • Self-Reinforcement • Self-Instruction

question

Self-Regulation

answer

• Teachers must give special attention to students who do not display independent behavioral control. • Interventions that the teacher targets initially, but the student implements independently. • Self-regulated strategies are an outgrowth of cognitive behavior modification, which combines cognitive strategies with behavioral techniques.

question

Behavior Intervention Plans

answer

• Mandated by the IDEA for students with disabilities who display seriously disruptive behaviors. • Reflect a proactive response to these disruptive behaviors, in contrast to such traditional reactive approaches as suspension/expulsion.

question

Instructional Dimension

answer

Refers to certain aspects of instruction that are closely related to sound behavioral management practices: * Scheduling * Transitions * Grouping * Lesson Planning

question

Analyzing Behavior

answer

• Identify a range of plausible explanations. • Seek professional expertise of educational professionals. • Identify specific behavior (s). • Identify cognitive/affective aspects of behavior. • Identify ways to measure the behavior. • Identify antecedents/consequences/chain of events. • Identify coercive interactions. • Identify stages of behavior * Calm, trigger, agitation, acceleration, peak, de-escalation, recovery

question

ABC's of Understanding Chronic Behavior Patterns

answer

A. What happens before (A or antecedent) the behavior occurs? B. What is the behavior (B)? C. What happens after (C or consequence) the behavior occurs?* Student Learns through repeated experience, that under these specific Antecedent conditions, if I engage in this Behavior, I can expect this Consequence

question

Addressing Problem Behavior

answer

1) When a student engages in problem behavior, determine if the behavior impedes his/her learning or the learning of others. 2) If yes, conduct an assessment of the behavior -- Assessment (FBA) • Present Levels of Academic Achievement & Functional Performance 3) Develop a plan based on the assessment, that reduces problem behavior & increases socially acceptable behaviors. • Goals • Special education based on peer-reviewed research • Supplementary services & Program modifications • Progress-monitoring

question

When is an FBA Required?

answer

• When it has been determined in a manifestation determination that a student's behavior is related to his or her misconduct. • When a student is removed for more than 10 days for misconduct that was determined not to be a manifestation of the student's disability. • When an FBA was not conducted before the misconduct that resulted in a change in placement.

question

Behavior Intervention Plan

answer

• Based on an FBA • Plan must include: • Behavioral Supports & Positive behavioral interventions • The BIP is not just a discipline plan, although a discipline plan may be included (i.e., crises management).

question

BIP Must Answer the Following:

answer

• What is the function of the behavior? • What is the inappropriate behavior to be reduced? • What will happen when the inappropriate behavior is exhibited? • What is the appropriate replacement behavior to be taught? • What will happen when the correct behavior is exhibited? • How will I know when the plan is working (Progress-monitoring)* Include both direct and indirect measures of behavior: * Direct measures involve the student, including direct observations and interviews with the student. * Indirect methods include teacher and parent reports, interviews with persons who know or work with the student, and evaluation of work samples.

question

Anecdotal Recording

answer

Observations of behavior in which the teacher notes all behaviors and interactions that occur during a given period of time.

question

Event recording

answer

Recording the frequency of a target behavior; also called frequency counting.

question

Latency recording

answer

Observations involving the amount of time that elapses from the presentation of the stimulus until the response occurs.

question

Tertiary Prevention

answer

• Designed to focus on the needs of the individual student with patterns of problem behaviors that are dangerous, highly disruptive, and/or impede learning and social functioning. • Most effective when positive primary systems are well established (School wide and Classroom Systems).

question

Tertiary Interventions

answer

• Often referred to as Functional Behavioral Assessment and Behavior Intervention Planning (FBA/BIP). • Focus is on individual student, his/her characteristics, specific circumstances. • Allows team to vary features of process- data, extent of plan, etc. I.E. Labor intensive but worth it.

question

Classroom Management/Arrangement -- develops six basic functions of social interactions:

answer

• security and shelter • social contact • symbolic identification • task instrumentality • pleasure • growth

question

Classroom Management/Arrangement promotes

answer

• maximize instruction • meet the needs for social interactions • provides an organized and efficient learning environment

question

Classroom management

answer

"refers to those activities of classroom teachers that create a positive classroom climate within which effective teaching and learning can occur"

question

Culturally Responsive Classroom Management (CRCM)

answer

• an approach to running classrooms with all children, [not simply for racial/ethnic minority children] in a culturally responsive way. • a pedagogical approach that guides the management decisions that teachers make

question

Examples of Effective Classroom Management Practices

answer

• Be explicit about expectations. • Engage students in discussions about the class norms. • Model the behavior they expect • Provide opportunities for students to practice. • Be aware of inconsistency in application of consequences. • Communicating and collaborating with families • Good teacher-student relationships

question

Language development_Stage 1: The Silent/Receptive or Preproduction Stage

answer

-- 10 hours to 6 months -- 500 "receptive" words -- "silent period"

question

CALP is?

answer

Cognitive language skills Context-reduced language skills

question

BICS is?

answer

Social language skill development Context-embedded

question

Jeff's classroom had students from fishing communities in Asia. Jeff incorporated an extended segment on fishing communities into the unit he was teaching. He checked out books and magazines about fishing and rural life in Asian countries. This is an example of?

answer

Context-embedded instruction Context-reduced instruction

question

Context-embedded instruction

answer

the conversation is often face-to-face, offers many cue to the listener such as facial expressions, gestures, concrete objects of reference.

question

Context-reduced instruction

answer

the language of the classroom, there are lerss non-verbal cues and the language is more abstract.

question

James Walker, a third-grade teacher, visits students' homes and talks with parents to learn more about his students and their culture. James is learning about his students'?

answer

Funds of knowledge

question

Funds of knowledge

answer

Skills, abilities, ideas, practices, or bodies of knowledge that are essential to a household's functioning and well-being

question

Students with unique cultural, linguistic, and exceptional learning needs generally meet the high academic expectations set by their teachers?

answer

True

question

Teachers should provide all students with culturally and linguistically responsive pedagogy that provides equitable access to the general curriculum?

answer

True

question

Which of the following provides the foundation for a multicultural education?

answer

1) There is no one form of multicultural education that all schools should implement 2) Culturally responsive instruction with an inclusive curriculum

question

For students to achieve academically?

answer

They should be able to maintain their own cultural identities inside and outside the school

question

L2 learners who are anxious generally learn L2 more quickly than relaxed students because their anxiety motivates them to work harder

answer

False

question

Basic Interpersonal Communication Skills (BICS) are characterized by communication that is?

answer

1) Context-embedded 2) Supported by a wide range of meaningful situational cues

question

If a child comes to school speaking a language other than English, school personnel should discourage use of that language because it will interfere with his English acquisition ?

answer

False

question

You have a student from the Mexico who runs into class one day, very excited about something. You overhear her talking to her friends. She says "It was beautifull! Esta casa es mas grande! I want you to come see it por favor! Es muy bonita!" This student?

answer

Is demonstrating code-switching, a normal behavior among bilingual speakers

question

The language assessment system used in Texas public schools is?

answer

TELPAS

question

Some students may obtain CALP before developing BICS?

answer

True

question

Culturally responsive teaching?

answer

a) Reflects the students' cultures in the teaching process b) Views the cultures and experiences of students as strengths c) Affirms the cultures of the students

question

Which of the following is considered a supporting disposition that supports learning for students from diverse backgrounds?

answer

a) Values b) Professional Ethics c) Commitments

question

In teaching academic subjects multiculturally?

answer

a) Students from diverse backgrounds can learn about lifestyles based on other cultural backgrounds, as long as they are not the only ones to which they are exposed b) Teachers must understand the students' cultures to develop instructional strategies that can be related to the students' life experiences c) Students who do not see representations of themselves and their families in the curriculum will have difficulty seeing the relevance of the academic content to them

question

When teachers hold low or negative expectations for academic achievement by students with cultural, linguistic, and exceptional learning needs?

answer

The students usually tend to meet the expectations no matter what their abilities are

question

Low physical effort refers to designing activities and materials that are efficient and comfortable to use, so that students are needlessly fatigued when learning?

answer

False

question

Cognitive and neuroscientists are replacing the conduit metaphor with a model of knowledge as actively constructed?

answer

True

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