
Sylvia-Kumar-MOD-4-Quiz
Authored by Syl K
English
Professional Development
Used 1+ times

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10 questions
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1.
REORDER QUESTION
20 mins • 1 pt
Order the 5 stages of Second Language Acquisition
Speech Emergence
Early Production
Advanced Fluency
Intermediate Fluency
Preproduction
2.
CATEGORIZE QUESTION
30 mins • 1 pt
Optimal output is needed to help foster language progression for ELLs. They acquire this from what is seen and heard; not from speaking and writing. So what are the key features that promote optimal output?
Groups:
(a) Things that foster optimal output
,
(b) Things that hinder optimal output
It's comprehensible (doesn't have to be all details but enough to get point)
Intense sole grammar practice and lessons
It's compelling and interesting
Making students write more than they read and listen
It's rich in vocab use that helps acquire new language
It's abundant. Focus on the story/message to also appeal to subconscious language learning
Forceful speaking activities and assignments that require learner to be vocal
Say they have to be fully immersed in a language to improve
3.
MULTIPLE SELECT QUESTION
45 sec • 1 pt
"Affective Filter Hypothesis" happens where a student has a filter within the brain that does not allow language acquisition to fully penetrate. What factors should educators focus on when trying to remove such a filter within students? (select all that apply)
Student Motivation
Student's Self-esteem
Student's IQ level
Anxiety's Effects
4.
OPEN ENDED QUESTION
20 mins • 1 pt
Give one example of how to apply this Principle of Effective Additional Language Learning:
"ELL students’ cultural identities should be honoured by instructional practices (including Indigenous pedagogical practices); educators should teach both ELL students and non-ELL students about cultural diversity, cultural identity, Aboriginal perspectives and inclusiveness" (BC Ministry of Education, 2017)
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5.
OPEN ENDED QUESTION
20 mins • 1 pt
Give one example of how to apply this WIDA Guiding Principle of Language Development:
"Multilingual learners’ language, social-emotional, and cognitive development are inter- related processes that contribute to their success in school and beyond (Aldana & Mayer, 2014; Barac & Bialystok, 2012; Gándara, 2015; Sánchez-López & Young, 2018)" (WIDA, 2019)
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6.
DROPDOWN QUESTION
3 mins • 1 pt
The stage of (a) is when a student has good comprehension of English, they can produce simple sentences make grammatical/pronunciation errors (that’s okay). They may also frequently misunderstand jokes.
7.
DROPDOWN QUESTION
3 mins • 1 pt
The stage of (a) is when a student has minimal comprehension, they do not verbalize. They nod yes and no in response or draws and points to communicate. They’re (b) just fine
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