HPE Ch. 2

What are the dimensions of the CLD Student biography?

• Sociocultural, linguistic, academic, cognitive

• Biographical, fundamental, research-based

• Listening, speaking, reading, writing

• Phonemic Awareness, Vocabulary, Phonics, Fluency

Why is it important to know our students’ background? (Mark all correct choices)

• To better understand the implications of the CLD student biography on classroom practice

• To know what culturally and linguistically diverse students bring to the classroom

• To allow teachers know how more accurately they can structure literacy lessons to reflect students’ needs

• Students are not empty vessels; they bring multiple knowledge reserves to the classroom

What does the historical background of the family reflect?

• Values, beliefs, and goals of the family

• Where the family is from, what language they speak, and where they live

• Income, household information, and demographics

• Whether the student will succeed or not at school and in learning how to read and write properly

What does the sociocultural dimension of literacy includes (remember this is the heart of the Prism Model)?

• The adjustment and development processes that students go through as they learn to respond to the unique, idiosyncratic, ways of being and behaving both in and out of schools (Herrera, 2010)

• Historical background of the family, literacy resources, and perceptions (Raphael et al., 2001)

• Social and cultural factors that influence student learning

• None of them

Why is the linguistic dimension (language) very important for students? (Select all that apply)

• Because language is more than words and cognition; language contributes greatly to CLD students’ sense of identity.

• Because language is a vehicle through which students communicate and express themselves

• Because devaluing someone’s language (first or second) is to devalue their family and sense of self

• Because language is the medium through which the students is socialized and their culture transmitted

Transfer theory (Cummins, 2000) suggests that CLD students’ acquisition of a first language (L1) and second language (L2) is developmentally intertwined. How do you call the hypothesis that proposes that first language development directly impacts second language development?

• Interdependence Hypothesis (Cummins, 2000)

• Transfer Hypothesis (Cummins, 1981)

• Second Language reading ability (Collier & Thomas, 1992)

• Transfer Theory (Cummins, 2010)

What is the main idea of transfer theory (Cummins, 2000)?

• That academic proficiency transfers across languages, so if a student has literacy skills in their L1, they tend to make stronger progress when learning literacy in their L2

• That students translate all they know in L1 into their L2.

• That students will be able to translate word by word when they learn a new language.

• That only if the student is good in L1 will the transfer of skills will occur, and if L1 skills are not proficient, students will not advance in L2

What type of literacy understandings do students frequently transfer from L1 to L2?

• Knowledge of a concept, sounds found in their L1, concepts about print, habits and attitudes about reading and writing, self-esteem

• Classroom and homework habits, their school supplies

• Everything they know and learn before learning their L2

• They transfer everything they can automatically. They don't even need to think about it. It's an automatic process.

According to Krashen & Terrell (1983), what are the five stages of second language acquisition?

• Preproduction, early production, speech emergence, intermediate fluency, and advanced fluency

• Silent period, beginner, lower intermediate, intermediate, advanced

• False beginner, beginner, lower-intermediate, high-intermediate, advanced

• Pre-production, speech emergence, lower intermediate, false advanced, advanced

Why is it important to include culturally familiar texts to reading activities?

• Because it enhances CLD students’ literacy achievement since they can relate to the material presented and make schematic and cognitive connections to the text which promote a deeper understanding

• Because they are fun for students; thus learning is easier as their affective filter goes down

• Because we have to comply with State board regulations, but there is not really any gain than if we just chose any other popular book or books that have worked for years with the monolingual English speakers

• Because if not, students will not learn in order to pass the standardize texts and comply with state board regulations