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30 Cards in this Set
- Front
- Back
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phonology |
study of the sound system of any language |
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discourse |
production of the language that is longer than single sentences; the term commonly refers to conversations, but also to essays and stories. |
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syntax |
structure of a sentence, also known as grammar. It deals with the correct word order in a sentence. |
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morpheme |
smallest unit of language that has meaning. It cannot be divided further without losing meaning completely. |
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lexicon |
vocabulary of a language. Each discipline has its own lexicon; ie. there is a particular vocabulary for math, science, etc. |
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pragmatics |
knowledge of how to use language for a range of public and private functions, including communication. |
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morphology |
study of word parts and how words change, especially forms used in conjugations and word building (affixes). |
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graphophonics |
system of the relationship between sounds and letters. |
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semantics |
system of meaning that words and groups of words have together. It deals with the meaning of words in a particular context. For example, if a student asks, "What does bat mean?" |
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register |
variety of language used for a particular purpose or in a particular social setting (e.g., formal and informal). |
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phoneme |
smallest unit of sound that serves to distinguish one utterence from another. |
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T or F
A silent period of several months may benefit the ELL in that it affords the student the opportunity to learn to decode the language |
True |
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T or F
Reading materials that are interesting, comprehensible, and relevant to the reader will enhance the acquisition of the L2 for students who possess literacy skills in the L1 |
True |
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T or F
Acquiring a second langage is a similar congnitive process to that of acquiring a first language. |
True |
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T or F
An effective strategy for enhancing the acquisition of a second language is to utilize both a systematic and random correction of student errors. |
False (no random) |
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T or F
A studnet should not be allowed to use his or her native language as this impedes the acquisition and development of English. |
False (LAW) |
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T or F
Research indicates that after two years in the United States and the acquisition of the basic interpersonal communication skills, ELLs should be capable of performing academic language skills. |
False |
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T or F
Immersing an ELL in mainstream English-speaking classrooms will ensure that the student will learn English quickly. |
False (no ensure) |
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T or F
The skills of listening, speaking, reading, and writing must be developed in this sequential order. |
False (not must) |
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T or F
Current brain research shows a positive correlation between low anxiety and successful language acquisition. |
True |
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T or F
ELLs go through specific stages when acquiring a second language. |
True |
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The LPAC includes, but is not limited to, the following individuals for a campus implementing a bilingual education program: |
a campus administrator a professional bilingual educator a professional transitional language educator (a bilingual teacher or ESL teacher) a parent of a limited English proficient student (not employed by the school district or charter school) |
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The LPAC includes, but is not limited to, the following individuals for a campus implementing an English as a second language (ESL) program: |
one or more professional personnel, including an ESL teacher a parent of a limited English proficient student (not employed by the school district or charter school) |
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Multicultural Education |
Help all students to acquire the knowledge, attitudes, and skills needed to function effectively in a pluralistic democratic society and to interact, negotiate, and communicate with people from diverse groups in order to create a civic and moral community that works for the common goal. |
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Assimilation : ( |
A process of integration whereby members of an ethno-cultural community (such as immigrants, or ethnic minorities) are "absorbed" into another, generally larger, community. |
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Acculturation : ) |
when a person keeps his or her original home culture but also adapts and accepts new culture. |
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Stereotype |
Cultural bias; relatively rigid and oversimplified conception of a group of people in which all individuals in the group are labeled and often treated based on perceived group characteristics |
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ethnocentrism |
Cultural bias; belief that one's own cultural traditions and values are correct and superior to all others. |
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cognitive processes involved in synthesizing and internalizing language rules for second-language acquisition |
memorization, categorization, generalization, metacognition (M, C, G, M) |
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Sheltered Instruction |
Cummings & Kreshen Flexible, content-based for all levels of ELLS Dual objectives (language & content) Student interactions (partner work) Scaffolding (supports; stems, pictures, talk) Connection to student background Ongoing assessment |
