Subject Area: ESOL

The way in which speech sound patterns are formed.

Pitch.

Homophones.

Homographs.

The smallest unit within a language system to which meaning is attached, and the root and suffix and/or prefix.

The smallest unit within a language system to which meaning is attached.

The study of individual letters and letter combinations.

Is known as making the meaning of a word explicit.

Root words

Occurs at sentence or word level and can modify meaning.

Is a general term for word with two or more meanings.

Are two or more words with the same spelling or pronunciation, but with different meanings.

Are two or more words that have the same spelling but different meaning and pronunciation.

Repeat the student's message in a correct fashion, which corrects the error but in a way that shows the student the correct form without embarrassing him or her.

Would raise the affective filter and probably cause the student to hesitate before speaking.

Gives the teacher insight into the student's learning, but it isn't a method of correction.

Will suggest to the student that his or her utterance was correct and therefore not a good practice.

Grammatical Information.

Comes from its source or origin.

Relates to its sound.

Culture.

The definition of individual words and meanings, the intonation of the speaker, and meaning which is "inherent" as well as "contextual" as well.

Idioms frequently rely on hyperbole or metaphors.

Cannot be literally translated, which prevents the ELL from understanding what is being implied.

May not be in context which makes them even more difficult to be understood. The language may be old fashioned, which younger students wouldn't get, or be part of today's pop culture and thus difficult for many adults to understand.

How context impacts the interpretation of language.

Lexicon of the language.

Pragmatics.

Two words that mean the same.

The rules for correct sentence structure.

Pitch and Stress.

The correct order for most English sentences.

In the same order regardless of whether it is in L1 or L2.

Through the same hierarchical steps in their language learning process.

go from the least to the most complicated stages regardless of whether it is L1 or L2.

This order of acquisition of "negation" is correct because starts with the least developed sentence.

This order of acquisition of "negation" is incorrect because starts with the most developed sentence.

This order of acquisition of "negation" is incorrect because starts with the sentence, in which the concept of negation is developed, but with grammar mistakes.

Taking "turns" in conversation is primordial in oral English discourse.

Discourse perfunctory speech that has little meaning but is important in social exchanges.

Is an important element of discourse in English, but not the most important principal for successful oral communication.

Is an important element of discourse to be successful in English language, but not the most important principal for successful oral communication.

Empty language, which carries very little meaning.

A Compound-complex sentence.

A Compound sentence.

A Simple sentence.

A Complex sentence.

How language evolves.

A dialect.

Socio-economic effects on language

A southern drawl.

Is NOT a reason for people to change their register.

Relationship between the speakers.

One of the factor in people changing their register.

Another factor in people changing their register.

Code-switching. One person may switch languages when a word is not known in the other language.

Is any form or variety of a spoken language peculiar to a region, community, social group, etc.

Is the language spoken by ELLs that is between their L1 and L2.

Refers to speech that is ritualistic in nature and perhaps used for social politeness rather than information.

Is used to understand the relationship between language and people including the phenomenon of people switching languages during a conversation.

Immigration/technology and science.

The extension of the British Empire.

Is NOT the major factor in the spread of English.

Is NOT considered the major factor in the spread of English.

Nature is more important than nurture.

Language is a reflection of thought.

Social communication which promotes language and cognition.

Children are active learners who construct their worlds.

Studying the grammar of a language instead of learning it through reading, TV, etc.

Studying the grammar of the language (through coursework, studying and memorizing)

Learning the language through reading, TV, etc.

Slightly more than they can produce. In this way the learner will have the basis with which to understand but will have to figure out the unknown language in context.

Is the stage 1 in the language acquisition process.

Is the stage 2 in the language acquisition process.

Is the stage 3 in the language acquisition process.

Is the stage 4 in the language acquisition process.

Is the stage 5 in the language acquisition process.

Is Non-verbal (NV) communication technique.

Is Verbal (V) communication technique.

Is Verbal (V) communication technique.

Is Non-verbal (NV) communication technique.

Is Verbal (V) communication technique.

Is Non-verbal (NV) communication technique.

Is Verbal (V) communication technique.

Is Verbal (V) communication technique.

Turn-taking

Refers to a pre-production period observed before the ELL begins communicating.

Are blocks of language used in everyday speech and writing.

Is used as a clarification technique or a stalling technique before the ELL is ready to proceed.

Transcription of literary texts into language being learned or vice versa.

Using second language to communicate; students induce grammar.

Using only the target language.

Believing people learn language by forming rules and applying them.

Teacher gives students chunks of language in the first language to ensure understanding.

Teacher gives and acts out commands with students

Emphasizing use vs. usage.

Trust each other, which emphasizes teacher-student trust and approaching learning as a dynamic and creative process.

Is used in the audio-lingual method.

Is based on student's use of self-expression to expand their knowledge.

Expects students to react physically and carry out commands.

A language learning strategy. It occurs when the second language learner lacks proficiency in L2 and tries to compensate for his or her lack of fluency in the new language.

Is one of the three components of interlanguage learning strategy.

Is another of the three components of interlanguage learning strategy.

Is the third of the three components of interlanguage learning strategy.

Overgeneralization, when the ELL has tried to apply the rule of /ed/ endings to an irregular verb to form the past tense verb, creating an incorrect verb form.

Community's value of L2

Exposing the child to both languages as early as possible.

Is not the only way recommended by experts to reach bilingualism.

Is not the only recommendation of the experts to reach bilingualism.

Is not the only way that experts recommend to reach bilingualism.

Is using cognitive processes to acquire the L2. When ELL is able to form rules, then they are able to understand and create new utterances.

Does not demonstrate organization or direction of second language acquisition.

Is not a demonstration of organization or direction of second language acquisition.

Is not a really demonstration of organization or direction of second language acquisition.

Support cognitive flexibility

Are used in the process of acquiring knowledge, including reasoning, perception and intuition.

Applies L2 vocabulary and sentence patterns to thought process already established in L1.

Learning a second language may make the learner feel vulnerable. It refers to the full range of human feelings and emotions that come into play during second language acquisition.

Many ELL cannot ignore social conditions.

Does not refer to Schumman's acculturation model because "it does advocate agree to share social services and conveniences."

Is one of the affirmations of Schumman's acculturation model.

Is another of the affirmations of Schumman's acculturation model.

Refers to one of the affirmations of Schumman's acculturation model.

Simplification. Common learner error involving simplifying the language when correct structures have not been internalized.

Overgeneralization.

* Interference occurring between L1 and L2. *

Semantic errors. It leads to increased vocabulary and L2 learning.

Has been proven to be ineffective.

Has been proven to be not effective.

Has been considered as ineffective.

While respecting and teaching awareness of unique group variations.

Lau v Nichols

Was mandated by the US Supreme Court due to the fact that Chinese ELLs were denied an equal education because their instruction was in a language they could not understand.

High performance children cannot be used to average out low performing ELLs. It specifically states that disaggregated data must be used in evaluating school performance.

Is advocated by federal government in contrast to many state positions.

Few ELLs make use of their language skills which is reflected in the inability of low-achieving students to graduate from high school, enter college, and graduate. Their place in the workforce has too often seen ELLs accepting low paying or low skilled jobs that do not take advantage of their language skills.

All the following: a) Demands by ELL groups, b) Polarity among different racial.ethnic groups, and c) Multiculturalism.

May have strong emotional influence on the ELL learner.

Must not be addressed by the teacher in the ELL classroom by pointing out only cultural similarities and differences.

Should not be the only starting point for learning about how culture affects the ELLs attitude towards education.

Can negatively affect how well ELLs perform in the language classroom.

Hostility stage. While Pierre is probably adapting, he still finds his culture superior ('his classmates are lazy' and 'why he can't have wine with his meal') and the new culture deficient ('worried about his goal of becoming a professional soccer player')

Accommodation in order to get a job.

Krashen, whose theory of Second Language Acquisition proposes lowering the effective filter to encourage language learning. Encouraging students to talk about themselves or their culture is one way of lowering the affective filter.

Is a developmental psychologist.

Developed CALLA - whole language in content areas.

Proposed TPR (Total Physical Response) as a L2 learning technique.

All the following: a) Need more time to formulate her answers, b) Be showing respect to the authority figure - the teacher, and c) Need extra help in reducing her anxiety.

Wait time. (The amount of time a teacher waits for an answer from students can be very difficult to change)

a) Background knowledge was activate thus permitting more learning; b) Plants were part of the science curriculum, so the story uses words from the content area, too; c) The story represented genuine communication as the students wanted to communicate what hey had learned, which represented real communication.

Pull-out classes for Language Arts and science, mainstream for math. The reason is that in many cases, where students come to the U.S. with previous schooling, it is considered unnecessary, and indeed undesirable, for students to be pulled-out for math classes since math symbols are usually universal. Therefore, students will probably benefit more from remaining in the regular math classroom.

Interactive, because she can interact and guide the learning - possibly through asking other questions.

Is a level in which the teacher demonstrates correct pronunciation or syntax to the students.

Is a level in which students are working by themselves, and the teacher can be not need scaffolding.

Is a level in which student must be guided and supervised.

Bilingual Schooling and the Miami Experience. Bilingual School for a Bicultural Community: Miami's Adaptation to the Cuban Refugees.

http://www.esl.about.com This site is for the U.S. Dept. of Education. It is the only one which is dedicated primarily to ELLs.

http://www.ed.gov./offices/OBEMLA

http://www.cal.org

http://www.K12.wa.us

Sim City, a site for problem-solving.

Is a tutoring application.

Pull-out model, which is today most commonly used.

A structured immersion model most commonly used in California.

A model that does not provide the necessary support that ELLs need and is in disfavor.

In schools with large immigrant populations of diverse origin these models provided approximately three years of BICs but frequently leave the LEP with almost no support while learning CALPs.

Do not demonstrate well Widdowson's definition of 'use' and 'usage' which defferentiated how the grammar of a language is reflected in its 'usage' and how the language is actually 'used' in communicative situations.

Is not the best demonstration of Widdowson's definition of 'use' and 'usage' which defferentiated how the grammar of a language is reflected in its 'usage' and how the language is actually 'used' in communicative situations.

Does not reflect well Widdowson's definition of 'use' and 'usage' which defferentiated how the grammar of a language is reflected in its 'usage' and how the language is actually 'used' in communicative situations.

Is the best demonstration of Widdowson's definition of 'use' and 'usage' which defferentiated how the grammar of a language is reflected in its 'usage' and how the language is actually 'used' in communicative situations.

Assigning additional ESOL support staff to the district for pull-out classes may be the only option.

May not be an option in economic crisis which include high fuel costs for the up-coming school year.

Could take considerable time to implement for the up-coming school year.

Requires long-term planning and substantial investment for the up-coming school year.

The Melting Pot theory which assumed that the U.S. was an ideal homogeneous society and that the immigrant or heritage culture was of far less importance than learning the language of the country in order to be assimilated.

Refers to the individual's process of acculturation.

Indicates a desire to implement strong forms of bilingual education where the native or heritage cultures are valued.

Refers to the desire to implement strong forms of bilingual education where the native or heritage cultures are valued.

Reads stories using vocabulary the ELLs need for BICs or CALPs. By modeling the language the ELLs need in contexts, they should be able to acquire it.

Is a good strategy if the words are in context.

Is a fun game and good for spelling, but little else.

Would probably not improve their writing skills as they'd continue making the same errors.

Is a cognitive strategy. It is NOT a socioaffective learning strategy that could be applied to the following situation: "Angela needs help in English, and her teacher wants to suggest several things Angela can do to improve her learning strategies."

Is a socioaffective learning strategy that could be applied to the following situation: "Angela needs help in English, and her teacher wants to suggest several things Angela can do to improve her learning strategies."

Is another socioaffective learning strategy that could be applied to the following situation: "Angela needs help in English, and her teacher wants to suggest several things Angela can do to improve her learning strategies."

Is one of the socioaffective learning strategies that could be applied to the following situation: "Angela needs help in English, and her teacher wants to suggest several things Angela can do to improve her learning strategies."

Metacognitive. Applying this strategy the ESOL teacher is instructing her ELLs in strategies that make them aware of their individual learning. By being aware of their learning strategies, ELLs can compare their previous learning with their present/current learning and measure their progress (or lack thereof).

Is NOT such a strategy that an ESOL teacher - who encourages her students to keep track of their progress in English Language Learning stimulating - could apply to make her students aware of their individual learning. By being unaware of their learning strategies, ELLs cannot compare their previous learning with their present/current learning neither measure their progress (or lack thereof).

Would NOT be such a strategy that an ESOL teacher - who encourages her students to keep track of their progress in English Language Learning stimulating - could apply to make her students aware of their individual learning. By being unaware of their learning strategies, ELLs cannot compare their previous learning with their present/current learning neither measure their progress (or lack thereof).

Would NOT provide such an appropriate strategy that an ESOL teacher - who encourages her students to keep track of their progress in English Language Learning stimulating - could apply to make her students aware of their individual learning. By being unaware of their learning strategies, ELLs cannot compare their previous learning with their present/current learning neither measure their progress (or lack thereof).

Is a type of worksheet that promote receptive vocabulary development through beginning sounds and letters. It is a stage of pre-literacy.

Can be done slowly as a starting activity for ELLs. As they begin to understand more oral English and the game, TPR can be 'spiced up' by: a) Rapid fire commands, b) More advanced vocabulary, c) Funny commands.

The ESOL instructor might: a) Use gesture or mime, b) Play 'Simon Says', c) Sing a 'song: The Hip Bone's connected to the Leg Bone'.

Is NOT a step in the Language Experience Approach

Is when the teacher writes the revised sentences on the storyboard making the necessary corrections at this time.

Is one of the steps in the Language Experience Approach.

A step in the Language Experience Approach.

Is another step in the Language Experience Approach.

Correct the LEP's oral language mistakes because content-based instruction suggests LEP students need an additional 5-7 years to pick-up academic language.

Apply the more slowly speaking, and enunciating because content-based instruction suggests LEP students need an additional 5-7 years to pick-up academic language.

Demonstrate new materials using various strategies to increase input because content-based instruction suggests LEP students need an additional 5-7 years to pick-up academic language.

Check frequently for comprehension by asking students to explain what was said to a classmate or back to the teacher because content-based instruction suggests LEP students need an additional 5-7 years to pick-up academic language.

Is NOT an appropriate option to Content-based Instruction (CBI). Teacher must learn to slow down their pace in order for ELLs to understand their speech. They should not, however, speak too slowly or raise their voice.

Prabhu. He researched the effectiveness of problem solving as a means for students to acquire the language they need to learn English versus the learning of the language in order to solve problems. His students used information-gap activities, reasoning activities, and opinion-gap activities to acquire the new language they needed.

CALLA (Cognitive Academic Language Learning Approach). It is the brain-child of Chamot and O'Malley. It is based on the principle that the child learns far more language in content classes than in ESOL pull-out classes. CALLA integrates language development, content area instruction and explicit instruction in learning strategies.

Relate new materials to previous knowledge. The Schema Theory of Carrell & Eisterhold suggests that schema must be related to previous knowledge otherwise learning will not take place. When activated, schema are able to evaluate the new materials in light of previous knowledge. If the arguments made convince the learner, he or she accepts them and integrates the new knowledge in to his data bank. Otherwise, if the new materials are unconvincing, the new knowledge is rejected by the learner.

Level 4: Cognitively demanding / Context-reduced materials. Math materials in high school are cognitively demanding, but standard workbook activities are not related to a context the ELLs are familiar with - their school, their community, or their families - and are therefore, context-reduced.

Is identified as a CALP. According to Cummins' four levels of difficulty, this would be Level 1: Cognitively undemanding / Context embedded.

Is identified as a BICs.

Can be identified as a BICs.

May be identified as a BICs.

Is an effective way of dealing with fossilization. Both the ELL and his or her peer have the opportunity to analyze errors in a non-confrontational way.

Is NOT an appropriate method of dealing with fossilization.

Is an effective method of dealing with fossilization.

Is an appropriate way of dealing with fossilization.

Is a method of adapting general education instruction to ELLs. By providing extra listening material to the ELLs, they are receiving scaffolding. Since the CD-Rom's provide modeling of correct pronunciation and stress, the ELLs are receiving English language instruction at the same time they receive additional help in understanding the story.

Could be an activity to be used to exploring the cultural heritage of many diverse countries. This is an activity provides the opportunity to compare proverbs from different countries. By demonstrating to the ELLs and their classmates that many countries share similar sayings or proverbs on universal topics, we are sponsoring the idea of cultural unity.

Is an activity used to explore the cultural heritage of specific country.

Could be used as an activity to explore the cultural heritage of a specific country.

Is usefully used to explore the cultural heritage of a specific country.

Is an information gap activity. Information gap activities are activities in which certain information is revealed to the different groups. A video split might typically allow one group to see the video without sound and the other group to hear the sound without the visuals. They would share the information they received in order to complete the task.

Frequently stop to check on comprehension. This will maintain motivation and increase interest in the activity.

Would be tiring and boring for most ELLs. Listening for long periods of time before they are ready causes most language learners to 'tune out'.

Would raise the affective filter and lessen language learning.

Omits a source of visual information for the ELLs.

a) Grade quizzes on-line, b) Mediate discussion, c) E-mail a student or groups of students 24/7.

Design coursework for students to complete by specific dates. Asynchronous applications are applications off-line. As such, the teacher can script a course completely at the teacher's convenience and programmed to be available on a specific date of the teacher's choice. One completed, it may be used over and over.

Is not considered as an asynchronous application.

a) Practice writing skills in chatrooms, b) Receive instructor feedback during the class, c) See each other through video conferencing.

Lies in its ability to imitate a live conversation.

A text which is read accompanied by animation. Animation attracts a young child visually. Having a story read to the child helps with pre-literacy skills especially comprehension where much of our understanding may come from hearing the pronunciation of the words that we see.

Will help the student understand more, but do not help in the comprehension of the story.

Would be a concluding activity and not necessarily based on understanding the story.

Is not a guideline for a successful Internet project. It can be too casual while working in Internet. Most students are not accustomed to working in an independent learning environment and need continuous communication to motivate them and keep them on track.

Is that projects should be interesting, timely, and have specific goals.

Is NOT the most appropriate ESOL strategy for readers who do not read in their L1.

Will NOT be the most appropriate ESOL strategy for readers who do not read in their L1.

Would NOT be the most appropriate ESOL strategy for readers who do not read in their L1.

Is Develop literacy in L1 first. Once the ELL understands pre-reading strategies and how the written word is connected to the spoken word, the learner is ready to read. Once fluency is achieved in the first language, second language reading instruction can begin and be more successful.

Limited vocabulary, uses one or two sentence patterns, writes only a few sentences. Ells often demonstrate mixed traits in their skills.

Is one of the traits that is present in ELLs who are beginning to write in L2.

Is another of the traits that is present in ELLs who are beginning to write in L2.

Reflects one of the traits that is present in ELLs who are beginning to write in L2.

Making play grocery lists. It illustrates an WLLs growing awareness of writing and literacy in the daily routines of the home.

Is NOT recommended as a strategy to promote emergent literacy. Spelling lists are out of context and not recommended to promote literacy. Any word list, if give, must be within the context of the classroom learning.

Is when the teacher reads oversized books carefully pointing to each word as she reads.

Is one recommended strategy to promote emergent literacy.

Word wall with words listed under each beginning letter.

Incorporating prior knowledge into L2 learning. Activating schema and incorporating previous knowledge into L2 learning will strengthen the learning process. It certainly does not cause poor readers.

Permits readers to learn and remember more.

Allow incorporating prior knowledge into L2 learning.

Comprehension improves.

Oppressed people obtain power through education and knowledge.

Critical literacy provides a means for individual to identify with the nature of social conditions and change them.

Critical literacy is an investigation into the morives and goals of an author or speaker.

Critical literacy goes beyond the basic literacy skills and asks readers to become critical consumers of information.

Would activate previous knowledge and create interest in the story, but NOT promote critical literacy, in the following situation: "An English teacher included a unit on Shakespeare's Romeo and Juliet in her programming.

Suggests that flow-chart could be used as a plot summary, but does NOT promote critical literacy, in the following situation: "An English teacher included a unit on Shakespeare's Romeo and Juliet in her programming.

Provides extra input for better understanding of the story, but does NOT promote critical literacy, in the following situation: "An English teacher included a unit on Shakespeare's Romeo and Juliet in her programming.

Giving the students opportunities for critical analysis and a means of exploring universal themes in family relationships with a meaningful context with the modern world promote critical literacy, in the following situation: "An English teacher included a unit on Shakespeare's Romeo and Juliet in her programming.

Role plays, phonics instruction, journal writing. This instruction suggests various way in which fluency is developed by constant practice in non-threatening ways.

1000 words, despite the efforts to teach vocabulary (and increase the vocabularies of ELLs) recent corpus-based studies suggest that the basic vocabulary words students need may not be as high as they were previously thought.

Is NOT an appropriate strategy for home-involved reading instructions. Phonics practice is ill advised since the parents may speak English poorly or not at all.

Is an appropriate strategy for home-involved reading instructions. It is a positive way for parents to emphasize the importance of reading in modern society.

Is considered an appropriate strategy for home-involved reading instructions. It is a positive way for parents to emphasize the importance of reading in modern society.

Is another appropriate strategy for home-involved reading instructions. It is a positive way for parents to emphasize the importance of reading in modern society.

Because they have more worldly experience to help them understand texts, although generally young children are often considered better language learners than older children or adults.

Because their vocabulary concepts in L2 are less developed and/or they have more language learning experience, and it would depend on the individuals involved in the learning situation.

Allowing usage of an English-heritage dictionary

May NOT be allowed for ELLs during assessment, it would defeat the purpose of their assessing. It is not considered as accommodation.

CANNOT be allowed for ELLs during assessment, it would defeat the purpose of their assessing. It is not considered as accommodation.

WILL NOT be allowed for ELLs during assessment, it would defeat the purpose of their assessing. It is not considered as accommodation.

Is NOT an acceptable alternative assessment strategy for evaluating the English capabilities of ELLs.

Is an acceptable alternative assessment strategy for evaluating the English capabilities of ELLs.

Can be an acceptable alternative assessment strategy for evaluating the English capabilities of ELLs.

Is an appropriate strategy for evaluating the English capabilities of ELLs.

Administer practice test with time limits. This practice addresses cultural bias since many cultures do not time test and ELLs may find this a difficulty since it is a norm in many U.S. testing environments.

Is an accommodation to the language deficiencies of ELLs when dealing partially with cultural bias in tests, but do not address cultural bias.

Can be an accommodation to the language deficiencies of ELLs when dealing partially with cultural bias in tests, but do not address cultural bias.

May be an accommodation to the language deficiencies of ELLs when dealing partially with cultural bias in tests, but do not address cultural bias.

Allowing extra time. ELLs may need more time to respond to questions until they become more familiar with the English language and U.S. testing situations.

Can be one of suggested alternative testing methods when testing for ELLs level of English proficiency.

Could be one of suggested alternative testing methods when testing for ELLs level of English proficiency.

Is an INAPPROPRIATE method of accommodation when testing for an ELLs level of English proficiency because the level of English proficiency is being tested.

Assigning to ESOL program while beginning testing. Since the ELLs right to an education is being protected while the most appropriate environment is being determined.

Does an injustice to the ELL as the student has not been given a chance to demonstrate his or her capabilities.

Reveals an injustice to the ELL as the student has not been given a chance to demonstrate his or her capabilities.

Is an inappropriate step of school as the child has the right to schooling.

HSCT (High School Competency Test)

Are optional tests for university candidates.

Is a nationally recognized 10th grade achievement test.

Is a test that measures writing ability in grades 4, 8, and 10 grades.

Is a language proficiency test that measures a student's English language ability in reading comprehension, essay writing, syntax and lexis.

Might indicate a learning disability, for example, when a 5th grader has completed one year in the ESOL program but does not seem to make progress. Such situation goes beyond the normal problems of ESOL and possibly into the realm of learning difficulties.

Is a normal ELL reaction to the stress of learning a new language, for example, when a 5th grader has completed one year in the ESOL program but does not seem to make progress, but is not a learning disability.

Is considered a normal ELL reaction to the stress of learning a new language, for example, when a 5th grader has completed one year in the ESOL program but does not seem to make progress, but is not a learning disability.

Refers to a pronunciation error which may be normal in the ELL's first language, for example, when a 5th grader has completed one year in the ESOL program but does not seem to make progress, but is not a learning disability.

When ELL student pronounces the phoneme incorrectly and 'distorts' the sound, e.g. he or she may pronounce /free/ instead of /three/.

When ELL student omits a phoneme in the word.

When ELL student substitutes a phoneme in the word.

When ELL student adds a phoneme in the word.

When speech is difficult for others to understand. It would NOT be considered a problem of L2 learners, therefore, it may indicate a language disorder.

Can be considered a problem in ELLs.

Is considered a problem in ELLs.

Reveals a problem in ELLs.

A vision and hearing test. It eliminates the possibility of a childhood health issue before classifying it as a learning disorder problem

Can be done prior to initiating a formal referral process for an ELL, but it DOES NOT eliminate the possibility of a childhood health issue before classifying it as a learning disability (disorder problem).

May be done prior to initiating a formal referral process for an ELL, but it DOES NOT eliminate the possibility of a childhood health issue before classifying it as a learning disability (disorder problem).

Could be done prior to initiating a formal referral process for an ELL, but it DOES NOT eliminate the possibility of a childhood health issue before classifying it as a learning disability (disorder problem).

High academic performance in L1. It suggests that ELLs who performed excellent academic work in theirs first language would be the prime indicator of a student with exceptional abilities, especially if they are also apparent in the L2.

Is NOT a sign of gifted ELL student.

Does NOT show a sign of gifted ELL student.

Definitely is NOT a sign of gifted ELL student.

Should be analyzed for up to 10 weeks using ESOL techniques. This procedures indicates carefully documented follow-up to avoid placing an ELL in the incorrect environment.

But it SHOULD NOT be analyzed for up to 10 weeks using ESOL techniques since it suggests the ELL may be acting out to avoid producing work that is challenging or too difficult.

But it SHOULD NOT be analyzed for up to 10 weeks using ESOL techniques since it indicates ability beyond the realm of language learning difficulties and suggests gifted exceptionalities.

But it SHOULD NOT be analyzed for up to 10 weeks using ESOL techniques since it is and indicator of an ability beyond the realm of language learning difficulties and suggests gifted exceptionalities.

Is the correct order for the assessment of ELLs with exceptionalities.

Is NOT the correct order for the assessment of ELLs with exceptionalities.

Is NOT considered the correct order for the assessment of ELLs with exceptionalities.

Will be NOT the correct order for the assessment of ELLs with exceptionalities.

Is not appropriate for ELLs with exceptionalies. Lectures are difficult for most people and certainly for ELLs whose attention span may be limited by their exceptionality and their L2 language proficiency level.

Is an instructional strategy that is appropriate for ELLs with exceptionalities.

Is one of the instructional strategies that is appropriate for ELLs with exceptionalities.

Is considered an instructional strategy that is appropriate for ELLs with exceptionalities.

In mathematics with 1 year of enrollment.

Give assessment in English if the LEP has received 3 years of schooling in the U.S. (except for Puerto Rico)

Students were denied and 'equal' education.

Regulated that school districts may not continue education programs that fail to produce prositive results for ELLs.

Prohibited sexual harassment in any school activity on of off campus.

Prohibited discrimination against students and employers based on race, ethnicity, national origins, disability, or marital status.

LULAC (League of United Latin American Citizens) v Florida Board of Education. When sued by the LULAC in 1980, the Florida Consent Decree was entered in the US District Court through an agreement of the opposing parties and mandated that equal access to educational benefits must be given to all ESOL students.

Procedures for dealing with homeless ELLs. Homeless ELLs are covered by the McKinney-Vento Act (reauthorized in 2001 and 2003) and protects the educational rights of all homeless children.

a) How ELLs are to be integrated into the ESOL programs, b) Procedures for transition out of ESOL programs, c) How school districts shall be monitored.

Basic Interpersonal Cummunication Skills

Cognitive Academic Language Proficiency

Cognitive Academic Language Learning Approach

Comprehensive English Language Learning Assessment

Comprehensible Input

English as a Foreign Language

English Language Learner

Exceptional Student Education

English as a Second Language

English for Speakers of Other Language

Computer Assisted Language Learning

Computer Mediated Communication

Fluent English Proficient in Listening, speaking, reading and writing

Fluent English Speaker

The student's home language

The language the student is in the process of learning (usually English)

Limited English Proficient (or Language Enriched Pupil)

Limited English Reader

Limited English Speaker

League of United Latin American Citizens

Multicultural Education, Training, and Advocacy, Inc.

Non-English Proficient

Non-English Reader

Non-English Speaker

Non-Native Speaker

Teachers of English to Speakers of Other Languages

Partially English Proficient

Second Language Acquisition

Total Physical Response

LEP students enrolled in classes specifically designed for LEP students

LEP students not enrolled in classes specifically designed for LEP students

LEP students in grades 4-12 who are aural/oral full English proficient bosed on testin, but for some reading/writing test is pending

Former LEP students who exited the program within the last two years

Former LEP students who exited the program more than two years ago

Non-LEP students

BICS and CALPS

Highlighting main concepts and ideas in the book .

Diglossia.

The language development depends on the social and cultural environment .

Overgeneralization.

Master grammar and syntax

The interference of L1 affects progress in L2

Hostility stage.

The affective filter.

record and record.

A description about how enjoyable is the math class.

Sociolinguistic variable.

Differs in different cultures.

cat.

Training or talks with native speakers.

He had gone.

gerund.

Phonology.

Monitor hypothesis.

be and bee.

Colloquialism.

Oral tests.

3rd grade sheltered English class.

Same opportunities and protection.

Sunshine State TESOL

Spatial intelligence.