Domain I, II, III (ESL 154)

Cummins

• BICS (social language), CALP (academic language)

• BICS (academic language), CALP (social language)

• BICS (informal language), CALP (formal language)

• BICS (conversational language), CALP (technical language)

Phonology

• The study of sentence structure in a language.

• The sound system of a language. Example: /b/ vs /p/ (voiced vs voiceless)

• The meaning of words and phrases in a language.

• The rules governing the use of language in social contexts.

Castaneda v. Pickard (1981)

• ESL programs must be based on sound educational theory, implemented effectively, and evaluated for effectiveness.

• ESL programs must be based on student preferences, implemented by volunteers, and evaluated by parents.

• ESL programs must be based on government regulations, implemented in all schools, and evaluated by the community.

• ESL programs must be based on teacher opinions, implemented without training, and evaluated by standardized tests.

Morphology

• The study of sentence structure.

• The structure of words. Example: 'un-happy', 'run-ning'

• The analysis of sound patterns in language.

• The meaning of words and phrases.

Krashen

• 5 Hypotheses: Includes Comprehensible Input, Monitor, and Affective Filter

• 5 Principles: Focus on Grammar, Vocabulary, and Pronunciation

• 4 Skills: Listening, Speaking, Reading, and Writing

• 3 Stages: Input, Processing, and Output

Title VI of the Civil Rights Act (1964)

• Prohibits discrimination based on race, color, or national origin in federally funded programs.

• Allows for affirmative action in hiring practices.

• Mandates equal pay for equal work regardless of gender.

• Requires public schools to provide bilingual education.

Vygotsky

• Sociocultural Theory: ZPD and scaffolding are essential in learning

• Cognitive Development: Stages of development are key to learning

• Behaviorism: Learning is a result of conditioning and reinforcement

• Constructivism: Knowledge is constructed through experience

Speech Emergence

• Uses short phrases and sentences. Begins risk-taking.

• Communicates only through gestures and single words.

• Relies on complex sentences and advanced vocabulary.

• Avoids speaking in social situations.

Lau v. Nichols (1974)

• Schools must take affirmative steps to help ELLs overcome language barriers.

• Equal treatment means equal access for all students.

• Schools are not required to provide language assistance to ELLs.

• All students must be taught in their native language.

High-Context vs. Low-Context Cultures

• High-context: Meaning depends on relationships, body language, history (e.g., Latin America, Asia).

• Low-context: Communication is direct and literal (e.g., USA, Germany)

• Medium-context: A balance between high and low context, often found in mixed cultures.

• High-context: Communication relies solely on verbal expression without non-verbal cues.