ESOL CST (Actual) Exam Rated A+
A person who begins to learn a second language after the onset of puberty... -
ANSWER-will likely find language learning more difficult and depend more o repetition
Acculturation - ANSWER-process of becoming accustomed to the customs, language
practices, and environment of a new culture affected by the learner's desire and ability
to become a part of the dominant culture
Affective strategies (to lower affective filter) - ANSWER-Lower your anxiety, take your
emotional temperature
Attitudinal Bias - ANSWER-negative attitude of an examiner towards a certain
language/culture
Bailey (facilitative [helpful] anxiety) - ANSWER-Anxiety that compels an individual to
stay on task not all anxiety is debilitative, some can be positive
BICS-Basic Interpersonal
Communication Skills - ANSWER-The skills involved in everyday communication -
listening, speaking, carrying on basic
conversation, understanding speakers and getting one's basic needs met.
Bottom-up processing of listening - ANSWER-listener analyzes the language to find out
the intended meaning of the message.
CALLA - ANSWER-Chamot & O Malley Cognitive academic language learning
approach helps intermediate and advanced students understand and retain content
area material while they are improving their English language skills.
CALP-Cognitive Academic
Language Proficiency - ANSWER-The skills that are needed to succeed in the
academic classroom, including problem
solving, inferring, analyzing,
synthesizing, and predicting. They go beyond the BICS, demanding much greater
competence in the language.
CBI - ANSWER-Content-based Instruction (sheltered instruction) Integrates L2
acquisition and the basic content areas math, social studies, literature
communicative approach - ANSWER-emphasizes learning to communicate: focus is on
meaningful communication not structure, use not usage. In this approach, students are
given tasks to accomplish using language, instead of studying the language.
Comprehensible Input: - ANSWER-Students learn best when exposed to samples of
, the target language that are at or just above the student's current level of acquisition of
the language. Teachers
can ensure that the language used in the classroom is comprehensible by
evaluating the students on the Stages of Language Acquisition.
Content and formal schemata - ANSWER-help listeners in comprehension
Content schemata - ANSWER-Familiarity with the topic, cultural knowledge and
previous experience with a field
context-reduced language - ANSWER-no background knowledge given
Diagnostic language tests - ANSWER-Identify individual students' strength and
weaknesses in language (administered by speed therapists/psychologists)
Educational level of ELLS parents.. - ANSWER-has a great influence on literacy
development
Empty language (perfunctory [daily routine] speech) - ANSWER-has little meaning but is
important is social exchanges
Extensive listening - ANSWER-Listening to overall content of a long-text (watching a
film or play)
Formal schemata - ANSWER-people's knowledge of discourse forms: text types,
rhetorical conversations, and structional organization of prose
Holistic Scoring - ANSWER-teacher judges overall communicative effectiveness of
students written work: evaluate writers ability to communicate ideas rather than assess
mechanical (grammar)
HOw long does is take LEP to learn academic language - ANSWER-5-7 years
Instrumental motivation - ANSWER-acquiring a 2nd language for a specific reason,
such as a job
Integrative motivation - ANSWER-acquiring a second language to fulfill a wish to
communicate within a different culture
Intensive listening - ANSWER-Trying to understand all of the facts and information (for
writing a summary/listening to a lecture)
Interlanguage - ANSWER-A strategy used by 2nd language learners to compensate for
lack of proficiency: preserving some features of their first language (or L1), or
overgeneralizing target language rules in speaking or writing the target language and
creating innovations
A person who begins to learn a second language after the onset of puberty... -
ANSWER-will likely find language learning more difficult and depend more o repetition
Acculturation - ANSWER-process of becoming accustomed to the customs, language
practices, and environment of a new culture affected by the learner's desire and ability
to become a part of the dominant culture
Affective strategies (to lower affective filter) - ANSWER-Lower your anxiety, take your
emotional temperature
Attitudinal Bias - ANSWER-negative attitude of an examiner towards a certain
language/culture
Bailey (facilitative [helpful] anxiety) - ANSWER-Anxiety that compels an individual to
stay on task not all anxiety is debilitative, some can be positive
BICS-Basic Interpersonal
Communication Skills - ANSWER-The skills involved in everyday communication -
listening, speaking, carrying on basic
conversation, understanding speakers and getting one's basic needs met.
Bottom-up processing of listening - ANSWER-listener analyzes the language to find out
the intended meaning of the message.
CALLA - ANSWER-Chamot & O Malley Cognitive academic language learning
approach helps intermediate and advanced students understand and retain content
area material while they are improving their English language skills.
CALP-Cognitive Academic
Language Proficiency - ANSWER-The skills that are needed to succeed in the
academic classroom, including problem
solving, inferring, analyzing,
synthesizing, and predicting. They go beyond the BICS, demanding much greater
competence in the language.
CBI - ANSWER-Content-based Instruction (sheltered instruction) Integrates L2
acquisition and the basic content areas math, social studies, literature
communicative approach - ANSWER-emphasizes learning to communicate: focus is on
meaningful communication not structure, use not usage. In this approach, students are
given tasks to accomplish using language, instead of studying the language.
Comprehensible Input: - ANSWER-Students learn best when exposed to samples of
, the target language that are at or just above the student's current level of acquisition of
the language. Teachers
can ensure that the language used in the classroom is comprehensible by
evaluating the students on the Stages of Language Acquisition.
Content and formal schemata - ANSWER-help listeners in comprehension
Content schemata - ANSWER-Familiarity with the topic, cultural knowledge and
previous experience with a field
context-reduced language - ANSWER-no background knowledge given
Diagnostic language tests - ANSWER-Identify individual students' strength and
weaknesses in language (administered by speed therapists/psychologists)
Educational level of ELLS parents.. - ANSWER-has a great influence on literacy
development
Empty language (perfunctory [daily routine] speech) - ANSWER-has little meaning but is
important is social exchanges
Extensive listening - ANSWER-Listening to overall content of a long-text (watching a
film or play)
Formal schemata - ANSWER-people's knowledge of discourse forms: text types,
rhetorical conversations, and structional organization of prose
Holistic Scoring - ANSWER-teacher judges overall communicative effectiveness of
students written work: evaluate writers ability to communicate ideas rather than assess
mechanical (grammar)
HOw long does is take LEP to learn academic language - ANSWER-5-7 years
Instrumental motivation - ANSWER-acquiring a 2nd language for a specific reason,
such as a job
Integrative motivation - ANSWER-acquiring a second language to fulfill a wish to
communicate within a different culture
Intensive listening - ANSWER-Trying to understand all of the facts and information (for
writing a summary/listening to a lecture)
Interlanguage - ANSWER-A strategy used by 2nd language learners to compensate for
lack of proficiency: preserving some features of their first language (or L1), or
overgeneralizing target language rules in speaking or writing the target language and
creating innovations
