Who incorporated the following Learning Theory?

- Constructivism

- Learning is knowledge built through experience.

- Scaffolding

- Zone of Proximal Distance

- Experiential, problem-based, and inquiry learning

The ability to use knowledge or skills in new situations.

Example: A young student learns how to write a proper complete sentence in language arts instruction. While working on a social studies assignment later on, the student uses complete sentences to respond to question prompts.

Beneficial connections between the two languages.

- High L1 cognitive development leads to better L2 acquisition, especially L2 CALP

- Skills from L1 transfer to L2

Negative impacts of L1 on L2.

- Social language proficiency consists of the English needed for daily social interactions.

- Contextual

Casual, practical, everyday

- Express wants/needs, make jokes, greetings, agree/disagree, personal conversation

- 2 to 3 years to reach native fluency

- Academic language proficiency consists of the English needed to think critically, understand, and learn new concepts, process complex academic material, and interact and communicate in English academic settings.

- More abstract

- Higher vocabulary

- Textbook/formal language

- 5 to 7 years to reach native fluency

L1 can support L2.

True or False

In order for ELLs to be successful, they must acquire both social and academic language proficiency in English.

Theory that is based on two dimensions of language: the cognitive demand and the context.

The goal of this model is to make grade level content comprehensible while acquiring English language proficiency and developing academic language.

Use:

- Content objectives

- Language objectives

- Background knowledge

- Interaction

- Meaningful activities

Hypothesis:

Occurs subconsciously from natural communication where the focus is on meaning.

Hypothesis:

There is a predictive, natural order/sequence for language acquisition.

Hypothesis:

Device that learners use to edit their own language performance.

Hypothesis:

Language is acquired through comprehensible input (making sense of what is communicated). It includes challenges to create progress.

Hypothesis:

Needs and emotional states affect language acquisition

Created by Krashen and Terrell

- Comprehension precedes production

- Production must be allowed to emerge in stages

- Course syllabus must be based on communicative goals

- Activities must be planned so they lower the affective filter.

Developed by O'Malley and Chamot:

Teachers explicitly teach learning strategies and have student apply them to instructional tasks to increase CALPS.

Assumes:

- Mentally active learners are better learners.

- Learning strategies can be taught and transferred to new tasks.

- Academic language learning is more effective with learning strategies.

Planning for learning, monitor self, evaluate how well one is achieving objectives.

Example: self-assessing a project before turning it in.

Manipulating material to be learned

Interacting with another person to assist learning, asking for clarification, using affective control

Developed by Chomsky:

A revolutionary idea that language is innate.

- Learn through natural ability

- Cannot fully utilize language without the presence of other humans.

- Does not require formal teaching

- The principals of language are possible because they are innate (existing from birth)

- Born with a hard-wired Language Acquisition Device (LAD) in our brains.

Theory by Vygotsky

- Language in the zone of proximal development can be learned

- Learning occurs within teacher-student interactions

- Context and world knowledge matters

- The way in which caregivers speak to their infants helps early language development

Being aware of thought processes and ways to approach one's own learning.

Theory that present stimulus-response pairings in which on act leads directly to another. (Drill and kill approach).

Learning is behavior changes that occur due to response to stimuli in the environment.

- Classical conditioning

- Operant conditioning

- Extrinsic rewards

Application of a grammar rule in a nonapplicable situation.

Example: A student may add 's' to make all nouns plural, even irregular ones. This could sound like, "I put my shoes on my foots."

Using simple words and grammatical structures to avoid difficult or complex ones.

Examples: A student may say 'leaves' instead of 'eucalyptus' when asked what Koalas eat.

Incorporation of linguistic material from one language to another.

Example: German word 'kindergarten'

Alternating between language (This is normal)

- Often occurs when language learners feel they can explain something more clearly in one language than the other, or to adjust to the social context of a situation.

Type of Articulation:

both lips are together "puh" in "papa"

Type of Articulation:

the top teeth meeting the bottom lip "fuh" in "favor"

Type of Articulation:

the tongue-tip is touching the back of the top-front teeth "th" in "thing"

Type of Articulation:

The tongue-tip is touching the ridge right behind the top-front teeth "t" in "tow"

Type of Articulation:

The flat part of the tongue is against the hard palate "yet"

Type of Articulation:

the back of the tongue is pushing up against the soft palate "k" and "g" in "king"

Type of Articulation:

The back of the tongue is pushed against the uvula (not common in English)

Type of Articulation

Using the throat to produce the sound "h" in "happy"

Uncorrected errors that become cemented over time, even as general language proficiency increases.

- Similar to all misconceptions, students will need explicit instruction and multiple interactions to correct the error.

- Fixed with explicit instruction and multiple interactions

Using more words than necessary to describe something.

Based on the belief that humans construct knowledge and meaning from their experiences.

Activities are interactive and student-centered.

Creator: Lozanov

- Warm, relaxed, pleasant environment is the ideal state for learning.

- Often makes use of art and music

- Close relationship between teacher and student

A person, place, or thing.

Ex: ball, apple, cat

A word that describes a noun.

Ex: big, little, fast

An action or state of being.

Ex: Run, is, look

A word that describes a verb or adjective.

Ex: quickly, happily, -ly

Specifies location, time, or direction

Ex: above, under, behind, after

Conveys strong emotions

Ex: Wow!

Replaces a noun

Ex: She, he, it

Connects two words, phrases, or clauses.

Ex: And, or, but, so, because

A set of rules that govern the construction of words in order to make phrases, clauses, and sentences and is necessary for clear communication through text.

Stands alone as a sentence. Can be found in all types of sentences.

Ex: The lion roared at the hyenas.

Begins with a relative pronoun and is used to add detail to the subject of the main clause. Should be punctuated with commas if the clause can be removed without losing sentence meaning.

Ex: My best friend, who is allergic to seafood, was maid of honor at my wedding.

Begins with a subordinating conjunctions and requires a comma if the clause is at the beginning of the sentence.

Ex: My shoes are brown because they are covered in mud.

Since they are covered in mud, I must leave my shoes outside.

The clause functions as a noun in the main clause.

Ex: Who I want to call is my dad.

I could kiss whoever sent this gift.

Tier 1 Vocabulary: Common words that are already familiar to students when they enter school. These words do not need to be taught in a classroom setting.

Tier 2 Vocabulary: Words that students will encounter frequently in multiple content areas. Many of these are process words that commonly appear in assessments.

Ex: describe, analyze, explain, evaluate.

Tier 3 Vocabulary: Academic words that are specific to a particular content area or discipline. These are words that would appear in a subject-specific textbook or in the glossary of an informational text.

Ex: photosynthesis, catalyst, division, square root, economy, politics.

A sentence with one independent clause.

Ex: My hat is blue.

A sentence with two clauses, both independent, joined by a conjunction.

Ex: My hat is blue, and my shoes are white.

A sentence with two clauses, one independent and one dependent, joined by a subordinating conjunction.

Ex: My shoes are brown because they are covered in mud.

A sentence that contains a compound sentence and a complex sentence.

Ex: My hat is blue, and my shoes are brown because they are covered in mud.

Type of sentence that simply makes a statement or expresses an opinion.

Ex: Tara played on the slide.

Type of sentence that gives a command or makes a request.

Ex: Take out the garbage, please.

Type of sentence that asks a question. Usually begins with who, what, when, where, why, how, or do and ends with a question mark.

Ex: Who will help me feed the gerbil?

A type of sentence that expresses great emotion such as excitement, surprise, happiness, or anger and ends with an exclamation point.

Ex: Wow! That cake is delicious!

A term that includes the ability to hear individual words, syllables, and sounds in spoken language.

The ability to hear and use individual units of sounds, or phonemes.

Knowing that individual words make up a sentence.

Ex: There are 5 words in the sentence "My dog has black spots."

The ability to hear the individual units with vowel sounds that make up a word.

Ex: Education has four syllable: ed-u-ca-tion

Hearing the sound or sounds before the vowel in a syllable.

Hearing the vowel sound and everything after.

The ability to hear when word rhyme or sound the same at the end.

Ex: Blue and flew

The ability to identify when words have the same first would.

Ex: Candy and cookie

The ability to hear and use individual units of sounds, or phonemes.

The smallest individual sounds in a word.

The ability to separate in a single sound in a position of a word.

The ability to blend individual sounds to make a word.

Ex: /j/ /e/ /t/ makes jet

The ability to break down a word into separate sounds.

Ex:

jet is made from /j/ /e/ /t/

The ability to add one phoneme to a word.

Ex: Jet with /s/ at the end sounds like jets.

The ability to remove a phoneme from a word.

Ex: jet without the /j/ sound like et.

The ability to replace a phoneme in a word with another.

The ability to recognize, name, and write letter.

The ability to be aware of the forms and functions of printed language.

The understanding that words are composed of letters that represent sounds.

Words that cannot be "sounded out" phonetically but are found frequently in students' reading.

The study of forms of words; this includes prefixes, root, and suffixes.

The conventions for proper spelling in a language.

Rules that govern the construction of words in order to make phrases, clauses, and sentence. Sentence structure.

The study of word or symbol meaning.

The study of language in use, not in its structure; or the appropriate use of language. How language is used. Social language skills.

Refers to recognizing the boundaries between words, syllables, or phonemes in a spoken language.

Using a knowledge of phonemes to read and write new words.

The ability to read with speed, accuracy, and inflection.

The words a person knows and understands.

The ability to read a text and understand its meaning.

Words used differently depending on the region. It is a specific form of a language specific to that region.

North: You all

Texas: Y'all

Written or spoken English that follows all grammatical rules and is spelled and pronounced according to the most widely-accepted norms. It is what we expect to hear or read from textbooks, the press, public figures, or other professional texts.

A linguistic behavior in which individuals change how they speak according to their audience.

Boss vs. Friends

The ability to read with accuracy and prosody at an appropriate rate. It is strongly tied with reading comprehension.

Expression and emphasis in speech or reading.

Makes a word out of two or more morphemes.

Joining parts of two or more words to make a new word.

Ex: Breakfast + Lunch = Brunch

The creation of a new word from another word, typically by adding an affix to a base word. This often changes the word's part of speech.

A newly used word or phrase that is not yet formally accepted into a language.

A register that is used when reciting something that never changes.

Ex: Pledge of Allegiance

A type of register that is used in an academic and professional situations.

Ex: Job interviews

A type of register that people use when in a social or family situation.

A syllable that ends in a consonant. This is the most common spelling unit in English and accounts for 50% of all the total syllables in text.

A syllable that ends in a vowel. The vowel has a long vowel sound.

A syllable that has a silent "e" and makes the vowel before it long; this syllable is usually found at the end of a word.

Ex: name, mice, and cake.

A syllable that has two vowels next to each other that combine to form a new sound.

Ex: the "ou" in south; the "au" in taught; the "oa" in boat.

A syllable that contains a vowel followed by the letter r. The "r" controls the vowel and changes the way the vowel in pronounced.

An assessment used to gather data on all students. The purpose is typically to put students into groups, such as intervention groups.

Sometimes known as a pre-assessment, is used to identify students' specific strengths and weaknesses.

A type of assessment that happens throughout instruction. These are flexible assessments that can be easily adjusted to fit the flow of the lesson. They occur through observations. Teachers may prompt students to respond to questions using signals. These are a relaxed assessments and typically not graded.

Type of assessment that can happen both during and after an instructional units. They are planned ahead of time and involve some type of set scoring guidelines. They include quizzes, tests, and projects or writing assignments scored with some kind of scale or rubric.

Assessments for learning. They are used to guide instruction meaning they're administered to assess students' progress toward meeting a learning objective so teachers can adjust instruction as needed. Informs instruction toward the learning objective.

Assessments of learning. They are used to gauge instruction by determining whether or not students mastered a learning objective. These assessments sum up students' performance on the learning objective.

Assessments that compare student performance to a predetermined standard. Scores come in the form of a percentage. Theses administered at the end of an instructional unit and state achievement tests are common examples. They look at how students perform against a set criteria.

Assessment that compares students to each other and rank them according to performance. These assessments look at how students perform against the normal bell-shaped curve.

Periodic assessments given to keep track of student growth toward a specific goal or objective.

Measures student progress using materials taken directly from the curriculum.

Students apply knowledge or skills to complete a process or create a product. Typically requires high-order thinking and is scored with rubric or checklist.

Collection of student work to show growth over time.

Short response completed and submitted at the end of a lesson.

An assessment that incorporates real world tasks and is often more motivating for students than traditional assessments.

Special words or expressions that are used by a particular profession or group and are difficult for others to understand.

The rules of language.

The native language or dialect of a specific group of people.

Learning by hearing.

Ex: Read aloud, verbal instructions, discussions.

Learn by seeing.

Ex: charts, graphs, graphic organizers, visual-aids such as slideshow presentations. Seeing the word, letter-by-letter.

Learn by touch or movement.

Ex: hands-on activities, incorporated body movement, opportunities to move while working. Hopping from one letter to the next using letter cards on the floor.

Teaching that offers multiple options for learning the material based on different student needs and learning styles.

Language skills.

Emotional skills.

When one culture takes on some of the cultural traits of another culture.

Ex: European countries adopted American trends after watching Hollywood movies.

Emotional influences on learning.

Learning strategies, listening, reading, speaking, and writing skills that ELLs need to learn to become proficient in English in the context of academic instruction. These apply to all grade levels and all subject areas.

Describes the English that ELLs can use and understand at each of the four proficiency levels. Texas school districts are required to identify students' English language proficiency levels in each domain and provide linguistically accommodated content-based instruction alighted with students' levels.

Guiding standards for each subject and grade level taught in Texas public school.

The awareness of how letters, words, and sentences are represented in written language. Before students can learn to read, they must understand print carries meaning.

The ability to recognize, name, and form letters. This is also commonly referred to as letter recognition. This is a strong predictor of early reading success.

The smallest individual sounds in a word.

The ability to make a new word(s) by adding a phoneme to an existing word.

Two or more consonants that blend together when decoded, but with each retaining its own sound.

Two consonants that make a single consonant sound when together in a word

A vowel is followed by a consonant and then a silent e at the end of the word that makes the vowel have its long sound

Two vowels that make a single vowel sound when together in a word, also known as "vowel team."

Ex: ai, ay, au

One vowel sound made by the combination of two vowel sounds; these words require a glide between the two sounds.

A vowel followed by the letter r when the r dictates how the vowel is pronounced; the vowel will not make its normal short or long sound

A suffix added to a word that changes its grammatical function, but does not change its meaning.

Using graphic organizers, illustrations, sentence stems, modeling, pre-teaching topic related vocabulary, providing examples, and manipulatives to enhance comprehension.

Knowing how to use the grammar, syntax, and vocabulary of the language. How to arrange words into phrases/sentence. Teach model how to use the basic concepts and patterns of written and spoken English.

Knowing how to use language and respond appropriately based on the setting, the topic, and the social situation. How to be courteous, how to be friendly, how to respond to authority, how to show respect when appropriate. Teach how to produce and understand the language in different context and registers

Knowing how to put together words, phrases, or sentences to construct long conversations, written messages, and speeches. Teach how to organize language into meaningful units to be used in dialogues and written text.

Knowing how to recognize and fix communication breakdowns, or how to express ideas if the right word cannot be found; how to clarify things when there are misunderstandings, or ask for clarifications. Teach how to use message adjustment strategist such as avoidance and resource expansion strategies such as circumlocution or gesturing to convey their ideas.

Integrate English-as-a-Second-Language instruction with subject-matter instruction.

Presenting a stimulus in reaction to a behavior to decrease the likelihood of the behavior.

Ex: Giving detention for talking in class

Removing a stimulus in reaction to a behavior to increase the likelihood of a behavior.

Ex: The teacher allows students to talk to each other if they all earn “A”s on a quiz. The teacher is removing a stimulus (class-wide silence) in response to a behavior to increase the likelihood of the behavior.

Removing a stimulus in reaction to a behavior to decrease the likelihood of the behavior.

Ex: Removing phone privilege from a student for using it to play games during instructional time

Presenting a stimulus in reaction to a behavior to increase the likelihood of that behavior.

Ex: a student answers a question, and the teacher gives him a compliment