ESOL teacher certification exam study guide

Basic interpersonal communication skills

Cognitive academic language proficiency

Language skills needed in social situations. Day to day language. 6 months-2 yes for proficiency.

Formal academic learning. 5-7 yrs for proficiency

Individual or groups values, beliefs, notions about behavior. Specific way of knowing, being, and doing.

Groups tradition about open and flexible concept of time

Groups beliefs about making careful use of time.

Shelter, clothing, food, arts, literature, religion, government, technology, primary language

Values, customs, morals, beliefs, expectations, rituals, nonverbal communication, gender roles, status, social roles, leisure, family structure, work patterns.

Stages immigrants go through while getting used to a new language and adapting to the mainstream culture

Honeymoon phase-excitement Culture shock- overwhelmed Adjustment stage- balancing of new and native culture Acceptance- identifying with new culture.

Ells absorbed in dominant culture; negative

Successfully adapting to two diff cultures even though they may be diff from one another.

Mainstream culture adapts and minority culture accepts some change.

Parent leadership council

Encourage parental involvement and participation in the implementation of ELL programs. The PLC helps to inform parents of ELL of opportunities to be involved in their child's education. Parents, teachers, District level employees, and ELL teachers should be involved in PLC's.

Systematic study of language

All languages follow the same basic rules (ex. Noun + verb)

Form, function, use

Study of sounds

Relationships between sounds. (Ex. "gh" in "cough" has a diff sound than the "gh" in the word "although"

Smallest part of spoken language that makes a difference in the meaning of words.

Study of words; smallest unit of meaning.

Smallest meaningful unit of language.

Free morphemes and bound morphemes

A morpheme that can stand on its own (ex. House)

Parts of words that can't be uttered alone with meaning (ex. pre)

Derivational and inflection

Words change meaning once bound morpheme is added (ex. Happy, happiness; termination; determination)

Words stay the same but with grammar change. (Ex. Run, running, runs)

Word consisting of 2 or more morphemes (ex. Runs = run {free morpheme} + s {bound morpheme})

Morpheme creating diff sounds (ex. "S" in dogs sounds diff than "s" in hats)

Study of meaning; word relationships; sentence relationships

Same word, multiple meanings

One word with diff meaning and meanings are completely irrelevant. (Ex. Bark-sound dogs make; bark-outer layer of tree)

Two or more words that sound the same but have diff meaning and spelling (ex. To, two, too)

Words that are spelled the same but have more than one meaning and sound diff too.

Two sentences written differently but have the same meaning.

Two sentences, one sentence entails another.

Each sentence entails another. Both sentence must be true for the other to be true. (John is married to Rachel; Rachel is John's wife)

Only one sentence had to be true for the other to be true but isn't necessarily true (ex. John is married; Rachel is John's wife)

Language used in context. Rules in social communication.

Using language - greeting, informing, demanding, requesting, promising. Changing language - talking to a baby vs an adult Talking to a coworker vs. talking to a friend Following rules- taking turns in a conversation, staying on topic, eye contact, facial expressions, nonverbal signals

Structure of sentences

One single independent clause

Two independent clauses joined by a conjunction (BOAS- but or and so)

Independent and dependent clause (that, because, while, although, where, if)

Written and oral communication

Behaviorist, innatist, interactionist

(Skinner) children learn by imitating and repeating what they hear.

(Chomsky) humans are destined to speak. It is an innate skill humans are born with. Universal Grammar

(Piaget, Vigotsky) cognitive theory- language is acquired within context of intellectual development.

Pre-speech (infancy), babbling (several months of age), one word stage (9months-18months), combining words (18 months-2yrs)

Stimulus, response, reinforcement. Behavior can be learned with SRR (Skinner)

BICS and CALP

Redundancy in a word. (Ex. Dog is used to describe any creature with 4 legs; (go, goed; good, gooder)

Names of objects

Personal desire of interaction (bye bye, hi)

Teaching ELL students in their native language while also teaching English.

Integration of English language and subject area content. Access to mainstream, grade level content and promote English language proficiency.

Ell students join mainstream group of students. They learn with their peers. Federal legislation mandates inclusion of ells

Pre-production, early production, speech emergent, beginning fluency, intermediate fluency, advanced fluency

Common underlying proficiency (Jim Cummins) primary language promotes the transfer of the second language.

Separate underlying proficiency- proficiency in English is separate from proficiency in primary language.

The application of a grammatical rule in cases where it doesn't apply. (Ex. Go, goed)

The type of language produced by the ELL who are in the process of learning a language.

Changing a word to simplify the language but this becomes an error bc the meaning changes.

A communication strategy where the learner avoids a topic bc they lack necessary vocabulary or language skill.

The use of many words where fewer words would do. Not getting to the point bc one lacked the knowledge of the topic.

Age, personality, intrinsic motivation, experiences, cognition, native language

Curriculum, instruction, culture and status, extrinsic motivation, access to native speakers.

Study of grammatical aspects of language and the use of translation as a means of comprehension. Memorizing vocab words, grammar rules. Also called classical Method.

Sheltered instruction observation protocol

Researched based model consisting of 8 interrelated components: lesson preparation, building background, comprehensible input, strategies, interaction, application, lesson delivery, assessment

Integrates language instruction with content instruction.

Cognitive academic language learning approach

Integrates language development, content area instruction, and explicit instruction in learning strategies. Relies on scaffolding.

Total physical response

People learn better when they are involved physically and mentally. TPR requires teacher to teach using command and student respond physically.

Main goal is to develop immediate communicative competency. Classroom designed to encourage communication.

Learning a new language successfully comes through having to communicate real meaning.

Memorization of a series of dialogue to learn the new language. "script".

No use of native language is allowed. Complete immersion. Use of visuals, objects, and realia to make input comprehensible.

Appropriate assistance given in order to achieve what alone would have been too difficult.

(Vigotsky) gap between the learner's current problem solving ability and the learner's potential level

Limited English proficient

Emotions are directly related to English acquisition.

Stage 1 of English acquisition: up to 6 months, understands 500 words but may not talk. "Silent period";

Stage 2: 6 months after the first stage. Understands and uses 1,000 words. Speaks in small phrases. Answers with "yes" or "no"; answers who/what/where type questions.

Stage 3: lasts another yr. 3,000 words. Develops short phrases and simple sentences.

Stage 4: another yr. 6,000 words, develops complex sentences, states opinion, share thoughts.

5-7 yrs. participates in grade level activities with little support. Comparable to native speaking peers