ESL PRAXIS 5362 Latest Update Graded A+

ESL PRAXIS 5362 Latest Update Graded A+ English Phonemes 26 letters/ 44 phonemes BF Skinner Behaviorist Theory of Language Learning. Children enter the world as a blank slate and are influenced by the environment. "ope rant conditioning" Schema The framework around information that is stored in the brain. Code switching mixing of words in L1 and L2 Inter-language Strategy used by second language learner to compensate for lack of proficiency Overgeneralization Inter language strategy- attempts to apply a rule across the board w/o regard for exceptions Simplification L2 learner uses resources that requires limited vocabulary and use language at elementary level L1 Interference or Language Transfer When L1 affects L2 in pronunciation, grammar structures, vocabulary and semantics Fossilization L1 learner reaches a plateau and accepts a less than fluent level which prevents fluency in L2 Instrumental Motivation Acquiring L2 for specific reason like a job. Integrative Motivation Acquiring L2 to FULFILL a wish to communicate with another culture. Extrinsic Instrumental Motivation Motivation imposed upon the student Intrinsic Integrative Motivation Internal motivation not imposed, but longed for Trait Motivation More permanent and culturally acquired motivation State Motivation Temporary motivation that depends on rewards or penalties. Comprehensible Input The Language input or data to which a language learner has access. i + 1 Krashen defines comprehensible input as input that is just beyond a learners present ability Scaffolding Supporting ELL's through demonstrating, guiding, and teaching in a step by step process while the ELL is trying to develop language skills. Levels of Scaffolding Modeling, Shared, Interactive, Guided, Independent Phonemes speech sounds Graphemes written symbols Strategies for Development of Academic English Description, Narration, Classification, Evaluation Top Down Strategy Emphasis on the global meaning of the test. Title length, typeface, pictures are studied. Make guesses as to what's going to happen; anticipate contents of text Bottom Down Strategy Readers goes from words and phrases to general understanding; Less Preferred; May read all texts at the same speed Stages of Reading 1. Pre-Reading (Pre K/K) 2. Initial Reading or alphabet decoding (K-2) 3. Confirmation and Fluency (2-3) 4. Reading to learn(4-8) 5. Multiple pts of view(High School) 6. Construction and Reconstruction (College/Adults) Alphabet Principal 1. Logographic phase 2. Novice alphabetic phase 3. Mature alphabetic phase 4. Orthographic phase Cognates Words that mean the same in two different languages CBA/CBL Approaches (TPR) Total physical response (DOR) Delayed Oral Response (OHIC) Optimal habit Reinforcement * Natural Approach Direct Method Berlitz- Uses oral interaction but not translation or L1 Students learn grammar inductively and use L2 as it is used in everyday life. J. Asher Developed CBA Bases approach: TPR Holds that children begin to learn when situations require them to give meaningful action response Whole Language Approach Develop all 4 language skills through an integated approach LANGUAGE EXPERIENCE APPROACH students dictate their own story bases on a shared experience and then practice reading it until they achieve a firm grasp on the story. Pull Out Models 1. Grammar based ESL 2. Communication based ESL 3. Content Based ESL TESOL Teachers of English Speakers of Other Languages Sheltered Instruction Integrates content with English Language Instruction S.D.A.I.E. Sheltered instruction specially designed in English Dialect When people use words in different meaning- soda, pop, sugared drink.... Student Centered Learning Focuses on the need of the student while taking into account ability interese Castaneda v. Pickard Court case that resulted in a ruling that district implemented programs for ELLs must be evaluated for effectiveness. Push In Model ESL teaher goes in to class to assist- co teach Homophones Words that sound alike but have different meanings Allophones sounds regional speakers make Diphthongs combination of 2 phonemes that guide together IPA International Phonetic Alphabet Subtractive Bilingulism occurs in second language learners who have little opportunity to continue using their 1st language. Total Physical Response makes the greatest use of active participation, including gestures and body movement. (TPR) TPR- Total Physical Response a language teaching method built around the coordination of speech and action portfolio best to use when assessing an English language learner's development; It has essays, rubrics, and tests Pragmatics The study of how context impacts the interpretation of language. Affective Domain Emotional needs of ELL Students Language Experience Approach uses students' spoken language to develop materials for reading and writing instruction. Phonic Instruction Sequence Single consonants at beginning; short and long vowels; letter patterns and word families; digraphs and blends Interdependence Hypothesis Proficiency in L1 Reading will transfer to L2 Computer based presentation best way to introduce content of a lesson to mximiz comprehension; Primary purpose of providing accommodations Give ELLs an equal opportunity to demonstrate their skills Content based instruction Students work in groups to answer a list of questions about something; this instruction focuses on academic subject matter James Asher Theorist who developed the method TPR-total physical response- (Teachers acts out directions, repeats, have students act out) Why use small group in ESL classrooms? ELLs can practice using language in a low anxiety setting Low context culture People rely on whats being said to derive meaning instead of indirect statements or nonverbal means. (Parent may come across as direct) Passive Voice When the subject is acted upon by an agent that may or may not be names. (Ex.- Dinner is being prepared.) Incorporating the Language Experience Approach Teacher will ask students to talk about an event and transcribe their speech. Preliteracy Skills foundation for reading and writing; They include phonological awareness and knowledge of letters; (Ex.- board game that focus on sound letter relationships in English) Homophones who's- whose; feet- feat; see- sea Content Validity A test with questions that cover the knowledge or skills a teacher seeks to evaluate Formative Assessment informal way to check for student understanding during instruction Precommunitative Stage The child uses symbols from the alphabet but shows no knowledge of letter-sound correspondences. The child may also lack knowledge of the entire alphabet, the distinction between upper- and lower-case letters, and the left-to-right direction of English orthography. Semiphonetic stage The child begins to understand letter-sound correspondence ? that sounds are assigned to letters. At this stage, the child often employs rudimentary logic, using single letters, for example, to represent words, sounds, and syllables (e.g., U for you). Phonetic stage The child uses a letter or group of letters to represent every speech sound that they hear in a word. Although some of their choices do not conform to conventional English spelling, they are systematic and easily understood. Examples are KOM for come and EN for in. minimal pairs words that are distinguished by one phoneme only. They are best used when a teacher wants to practice sound contrasts with his or her ESOL students. An example of a minimal pair would be: "sit and sat." minimal pairs When a teacher wants to gear his or her instruction to help students distinguish between different sounds of English. transformation exercise The language teacher gives students two sentences; the first one is complete and the second one must be completed so that it means the same thing. What type of activity is this? transformation exercise exercise where learners are given one sentence and need to complete a second sentence so that it means the same. The second sentence usually has a prompt. These exercises involve learners in consciously manipulating language patterns, and can raise their awareness of structure. audiolingualism appreciates the importance of input before output. It is based on behaviorist theories of learning and assumes that language is little more than overt, observable behavior and the repetition is central to learning. code-switching the practice of alternating between two or more languages or varieties of language in conversation.