question

What are some strategies to optimize oral language development?

answer

To optimize classroom oral language learning opportunities, we need to make time each day for students to talk to each other while working in a variety of situations, including paired reading, group research projects, group work at learning centers, brainstorming a writing topic, sharing news with the entire class, and just visiting quietly while carrying out tasks.

question

What does research done by Lowry (1980) and Nunan (2005) say about teacher/student talk-time ratios?

answer

Research indicates that teachers do from 65 to 95 percent of the talking in most classrooms.

question

What type of talking is useful for second language acquisition if sheltering techniques are simultaneously being used?

answer

Task-directed talk.

question

What does written text being the subject of oral discussion and interpretation, demonstrate?

answer

It demonstrates how oral and written languages become naturally interwoven during a particular communication event. It is important to give students opportunities to interweave oral and written language for functional, meaningful learning purposes.

question

At what age do most children become competent speakers of the mother tongue?

answer

Age 5

question

Describe the difference in competency levels of oral and written language.

answer

Competence in reading and writing is much later development than oral and isn't universally achieved. Oral language development occurs earlier and more fully than written language development in first language acquisition.

question

How are the levels of competency in the language arts different for older students?

answer

Older students who know how to read in their first language may develop competence in written English earlier than oral English.

question

What do language forms include?

answer

Choice of words, grammar, and pronunciation.

question

What do language functions include?

answer

The communicative intentions or purposes of speakers' utterances.

question

In the relationships among written and oral language, which types are considered to be productive language usage?

answer

Speaking and writing

question

In the relationships among written and oral language, which types are considered to be receptive language usage?

answer

Listening and reading

question

What are Halliday's functional categories for oral language?

answer

Instrumental I want Regulatory Do as I tell you Interactional Me and you Personal Here I come Heuristic Tell me why Imaginative Let's pretend Informative I've got something to tell you Divertive Enjoy this

question

How can proficient English learners continue to benefit from ELL strategies?

answer

Fully proficient English learners will be able to benefit from the same instructional program if validated personally and culturally in the educational process.

question

What are the two subcategories of LEP?

answer

Limited English Proficient subcategories include beginning and intermediate.

question

When does the beginning phase of second language development begin?

answer

The beginner phase of second language development starts immediately on exposure to the new language.

question

What happens as the beginner develops?

answer

As beginners develop, they are able to generate utterance according to simple grammatical rules, enabling them to carry out various tasks according to their own needs and purposes.

question

What is important to not do with beginning speakers?

answer

Do not force.

question

What can a teacher do when a beginner first arrives in the classroom to provide social-emotional support?

answer

Assigning the new student to a home group and designating a buddy, preferably one who speaks the child's home language.

question

What type of tasks should be assigned to the new student at the beginning level of SLA?

answer

Early on, provide tasks that do not require speech but rather invite a nonverbal participatory response in which the student contributes actively.

question

What can a teacher do to continue facilitating student learning during the intermediate phase of second language development?

answer

During the intermediate phase of second language development, the teacher can support students' participation in learning activities by continuing with the sheltering techniques and small-group collaboration and giving the students more linguistically demanding tasks.

question

What are the two most important elements of oral language development?

answer

Social interaction comprehensible input and comprehensible output.

question

How does the use of routine instructional events assist students in second language acquisition?

answer

In addition to the basic routines of roll call, recess, snack, lunch, and dismissal, the use of routine instructional events also provides oral language learning opportunities. Some typical routine instructional events include circle time, journal time, literature study circles, process writing, projects, theme studies, and other lesson sequences in content areas such as math, science, and social studies.

question

What concepts should teachers review in relation to instructional delivery?

answer

It is always important to review one's own instructional delivery to incorporate additional cues to convey meaning, especially nonverbal cues, such as dramatization, gesture, pictures, graphic organizers, and concrete objects.

question

What is the significance of game use in the classroom?

answer

In teaching at the elementary, secondary, and college level, games such as simulation games, drama games, pronunciation games, grammar games, story games, and writing games have helped to improve student learning and to create an atmosphere of ease, creativity, and fun.

question

Describe song use in the classroom.

answer

Songs bring levity, laughter, and beauty into the classroom. Songs also promote a feeling of unity in the class, particularly important when differences among students prevail. Also, all students can participate at some level, regardless of English language proficiency. Songs are language based, so cues to meaning, such as pictures, pantomime, or gestures will need to be provided. Songs can also be used for cross-cultural experiences by bringing a recording or by singing in student's home language.

question

How can drama assist learning in the classroom?

answer

Acting out stories and events in math, science, history, literature, or theme studies can be a highly motivating way for students to process and present information they have studied.

question

What do nonverbal warm-up activities involve?

answer

Nonverbal warm-up activities involve all students and create confidence and concentration, preparing them for later activities that require oral language use.

question

Why use improvisation in the classroom?

answer

Improvisation is a great way to get students communicating as they would outside of the classroom. Allows students training in the ability to speak and act without preparing. Improvisation gives students the skills and confidence to be successful when communicating outside of the classroom.

question

Which poems are the best to use for dramatization according to Tomlinson (1986)?

answer

Poems that present mini-dramas or express strong emotions, attitudes, feelings, or opinions work best.

question

What are the beginning steps of poem enactment?

answer

Begin by reading the poem aloud, modeling not only pronunciation but also dramatic intonation and stress.

question

What is a scaffolding technique to use with poetry?

answer

Copy the poem on to chart paper with some pictures to help convey meaning.

question

What should be done before the students read the poem chorally?

answer

Clarification of difficult or unusual words to make sure that the students generally understand the poem.

question

What are content area skits?

answer

Integrated curriculum projects were students incorporate songs, poems, and dramatizations in ways that promote oral and written language development.

question

What is show and tell?

answer

Strategy used by teachers that involves students bringing a favorite object to class and telling the class about it.

question

How can show and tell be either context-embedded or context-reduced?

answer

The situation can be context-embedded when all the students can see the prized possession, making it easier for the audience to understand the child's words. It can be context-reduced when expanded to more advanced language learners by asking children to place the object in a paper bag so that it is not visible to classmates. Because the item is not visible, the speaker must be more specific about the item to assist classmates in guessing what it is.

question

What is the 'tell and draw' activity?

answer

A student looks at a picture and describes it to his or her partner, who attempts to draw it based on the partner's description. Because the describers can see their partner drawing the picture, they can adjust their language to assist the drawer.

question

How can wordless picture books be used in the ESL classroom?

answer

Working with partners, students can use a wordless picture book to create and podcast a story based on the pictures. Then they can play the story as they show the pictures to the rest of the class. Because listeners can see the pictures as each original rendition of the wordless book is being presented, story comprehension is scaffolded.

question

What is the process of dubbing a video for use as an ESL classroom activity?

answer

Begin by recording the program and showing it to the students without the sound (unless needed to understand the original story). Then the students create their own script for the show and dub it either on the original videotape or onto an audiotape to play along with the video. Students work with partners or in small groups to re-create their own television show, which is then played back for their classmates.

question

What is choral reading?

answer

Choral reading is a strategy involving students reading together that scaffolds English learners reading in the classroom. Choose materials that are age appropriate and a little beyond what the students can read on their own.

question

What are the benefits of choral reading according to research (Bradley & Thalgott, 1987)?

answer

Research indicates that choral reading helps children learn the intonation of English stories and improves their diction and fluency.

question

What makes dramatization in choral reading beneficial?

answer

Dramatization, when combined with choral reading, allows English learners to be actively involved and reinforce the meaning of the story phrase by phrase.

question

What should be considered when implementing the use of riddles and jokes with students at the intermediate English proficiency level?

answer

Need to consider the extent to which the age and cultural backgrounds of your students will affect their understanding of the humor.

question

What are the characteristics of mathematical language whether conveyed in English, Spanish, Chinese, or any other language?

answer

It is specific, precise, and logical.

question

At what proficiency level is it recommended for English learners to be best prepared from math instruction in English?

answer

Intermediate level

question

What are some issues that could affect the ease with which English learners learn math?

answer

The English learners' prior math background, the difficulty of the material, and the extent to which the concepts can be conveyed nonverbally.

question

What does mathematical language include?

answer

Mathematical language includes unique vocabulary, sentence structures, semantic properties, and text structures, both oral and written. These aspects of mathematical language are generally taught through oral instruction or oral instruction supported by writing words, formulas, and equations on the chalkboard. Math vocabulary includes words that are specific to the discipline, such as numerator, denominator, addend, and sum.

question

What is one of the best ways to promote cognitive processing of math concepts?

answer

Through pair work and small-group problem solving.

question

What three major factors is the success of inquiry-based science projects for English learners attributed.

answer

1. Students investigate real science problems that engage their natural curiosity about the world, such as plant growth, the solar system, electricity, and magnetism. 2. Students are actively engaged in investigations involving hands-on activities, actual observations, and lab work rather than solely reading facts and theories in a textbook. 3. Students carry out investigations in groups that promote talking out their thinking and planning.

question

How does prior knowledge of the student in scientific areas affect learning?

answer

Prior knowledge is apt to reflect different cultural assumptions from the teacher. The teacher can increase motivation and facilitate comprehension of science concepts by connecting these concepts to students' prior knowledge.

question

How does the understanding of science vocabulary address English learners as well as all students?

answer

There are certain kinds of academic language use associated with science that all students, including English learners, need to learn. Vocabulary related to a particular scientific domain is necessary for precision in identifying and describing concepts (e.g., periodic table, element, and ion) and naming materials and tools (e.g., microscope). In addition, students need to develop the ability to put together logical descriptions of experimental procedures and findings.

question

What can assist English learners in conceptually organizing their results for a clear presentation, oral or written?

answer

Oral discussions in pairs or groups.

question

What is socio-cognitive conflict?

answer

Socio-cognitive conflict occurs when children who are working on a problem together are at different cognitive levels. They approach a problem from different cognitive stances or perspectives, and use different strategies.

question

What are some of the oral language development opportunities inherent in the study of the social sciences?

answer

The use of pictures, graphs, flowcharts, gestures, and other visual supports convey meaning; the teacher will increase students' concept development while providing oral language development opportunities. Social studies also provide opportunities for students to present simulations or reenactments of historical or political events. Groups of students may select particular topics to study in depth, as in the jigsaw cooperative group procedure.

question

What should the teacher in social studies do as he/she gains practice in analyzing the social studies content taught?

answer

Find ways: 1. To present the content through visuals, dramatizations, and other multimedia; and 2. To increase students' use of oral language to discuss, analyze, synthesize, and summarize information-that is, their academic language use.

question

What is SOLOM?

answer

Student Oral Language Observation Matrix- focuses attention on five oral language traits: comprehension, fluency, vocabulary, grammar, and pronunciation.

question

What are the steps of SOLOM?

answer

Each trait (i.e., comprehension, fluency, vocabulary, pronunciation, grammar) receives a rating from 1 to 5, according to the descriptors. After writing an X on the appropriate descriptors, you tally the ratings for all five traits. The SOLOM yields four phases of English language proficiency: Phase I, 5-11, non-English proficient; Phase II, 12-18, limited English proficient; Phase III, 19-24, limited English proficient; and Phase IV, 25, fully English proficient. Notice Phases II and III are described as limited English proficient.

question

What is an anecdotal record?

answer

A running account of an observed oral language event, written on the spot, describing the event and quoting the participants as closely as possible to convey how the interaction unfolds in real time.

question

What does differentiating instruction for oral language development require?

answer

Requires teachers to consider each student's oral English proficiency in relation to lesson standards, objectives, and performance expectations.

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