ESOL Praxis 5362 (2023/2024) Graded A

ESOL Praxis 5362 (2023/2024) Graded A Audiolingual Method "army method," drilling correct forms, grammar taught inductively, lots of speaking Total Physical Response Approach learning through commands and questions, students not made to speak until they are ready Grammar Translation Approach oldest method, taught almost exclusively in L1, explanation of grammar, lots of vocabulary Direct Method begin with dialogue then translate then question, grammar taught inductively, imitates L1 learning, lots of speaking and listening Phonics Approach start with learning sounds, then progress to words and sentences, decoding how to read individual sounds and words out of context Language Experience Approach entire class shares an experience, creates text, read and revise, read and reread, extend into other types of activities Silent Way phonemic rods, color association Social Distance Hypothesis social and psychological distance influence L2 acquisition by determining amount of contact learners have with target language and degree to which they are open to input available to them Stages of Literacy Development 1) emergent readers and spellers 2) alphabetic readers and spellers 3) word pattern readers and spellers 4) intermediate readers and spellers 5) advanced readers and spellers Stages of Reading 1) Pre-reading and Pseudo-Reading 2) Initial reading and decoding 3) Confirmation and fluency 4) Reading to learn new information 5) Multiple viewpoints 6) Construction and reconstruction Stages of Writing 1) Drawing 2) Scribbling 3) Letter-like forms 4) Writing via inventive spelling 5) Conventional spelling CALLA Cognitive Academic Language Learning Approach -Chamot and O'Malley -helps students build on what they already know to help them become independent learners Morphology arrangement and relationship of language units Derivational Morphemes adding them to a word changes the meaning or function ex: sad+ly= sadly; un+happy= unhappy Inflection Morphemes change the grammatical meaning of a word but do NOT change the part of speech or meaning ex: race+ed= raced; race+s= races; race+ing= racing Deductive Reasoning starts with a hypothesis, then gives examples to support Inductive Reasoning starts with questions, then works toward a specific theory Affective Filter Krashen -negative internal factors that affect output -building up anxiety and negative self-talk so that one creates a mental barrier for learning Elements of Assessment 1) Reliable: is it consistent in varied contexts? If repeated, would be the same? 2) Valid: does it measure what it aims to measure? Does it ask questions you would need outside knowledge to answer correctly? 3) Fair: is it biased? By race, religion, gender, social class? Pragmatics How to use the language we know in certain contexts (tu vs usted) Lau v. Nichols 1974 -equal education isn't good enough for Els -"sink or swim" immersion doesn't work -led to Equal Educational Opportunities Act Castaneda v. Pickard 1981 ESL programs must be evaluated Brown v. Board of Education 1954 Abolished separate but equal Criterion-Referenced Test students are assessed based on individual performance and compared with own personal growth Norm-Referenced Test students are assessed by comparison to each other; bell curve Positive Transfer learning in one situation facilitates learning or performance in another Negative Transfer prior knowledge hinders future learning (adj comes after noun in Spanish) Input Hypothesis Krashen -students improve when they receive language that is one step further than their current level (i+1) Comprehensible Input when the student can understand but not produce ESP English for Specific Purposes (business, academic, occupational) Sheltered Instruction Krashen -teaching same grade-level material (science, math, social studies) on a level of English students can understand -does not focus only on language development, but also other topics Voiced Sounds cause vocal chords to vibrate Voiceless Sounds vocal chords do not vibrate Place of Articulation location of sound production Manner of Articulation how mouth organs trigger and produce sounds Critical Period Hypothesis native-like competence can only be acquired if language is learned between early childhood and adolescence Phoneme an individual sound caused by a letter Grapheme letters and groups of letters that represent single phonemes SIFE Students with Interrupted Formal Education ZPD Vygotsky Zone of Proximal Development Suggestopedia frequent use of music to create low stress/anxiety environment Plyler v. Doe 1982 Cannot deny anyone an education based on their immigration status Morpheme smallest unit of a word with meaning ex: ly, er, able, ness, tion, un, de, en, dis, ing, ful Bound Morpheme must be attached to at least one other morpheme to have meaning Free Morpheme can stand as an independent word Collocation how words go together or form fixed relationships ex: high GPA, not big GPA; have an experience, not make/do and experience CALP Cognitive Academic Language Proficiency -use of language in decontextualized academic settings -takes approximately 5 years to develop BICS Basic Interpersonal Communication Skills -development of conversational fluency -takes approximately 2 years to develop Additive Bilingualism Cummins -learning a L2 and retaining the L1 Subtractive Bilingualism Cummins -learning a L2 diminishes abilities in L1 Self-Regulated Learning set goals - implement strategies - monitor performance - reflect - Discourse Competence knowing how to organize words, phrases, and sentences to create conversations Strategic Competence ability to recognize and repair communication breakdowns before, during, or after they occur SOLOM Student Oral Language Observational Matrix -set of structured tasks given in a standard way -rating scale teachers can use to assess students' command of oral language Stages of L1 Acquisition 1) Babbling 2) One-word stage 3) Two-word stage 4) Telegraphic stage 5) Multiword stage Behaviorist Model BF Skinner -we learn language as a response to stimuli -correct responses to stimuli are reinforced and therefore perpetuated Nativist Model Noam Chomsky -all humans are born with an innate sense of "universal grammar" Consonant Blend STay, BLeND, DRive, GLoat Dipthong bOIL, cOIn Digraph sh, ch, th, ph Homonym same or different spelling different meanings same sound ex: fair/fair; pear/pair Homophone different spelling different meanings same sound ex: pair/pear; see/sea; to/too/two Homograph same spelling different meaning same or different sound ex: lie/lie; tear/tear Cultural Relativism any part of a culture can only be understood in relation to the rest of the culture Stops stop air completely ex: p, b, d, t, k, g Fricative let air leak ex: f, v, s, z, h, sh, th Affricate block air, then release ex: ch, j Constructivism Piaget -how students construct personal meaning and understanding