TExES ESL Supplemental 154 Exam - Questions with 100% Correct Answers

TExES ESL Supplemental 154 Exam - Questions with 100% Correct Answers Title III federal funding from NCLB to provide supplemental resources to ESL students Comprehensible Input language that is understood by the learner; focuses on meaning first and uses simplified speech LPAC language proficiency assessment committee OLPT oral language proficiency tests Types of OLPT Idea Proficiency test and WMLS Inclusion push in Surface culture part of culture that you can see. for example, language Phonology sound patterns we hear in language Phonics associated with the sound-symbol relationship of letters; visual correspondence; know what letters match sounds Prosody how we hear sounds; stressed vs. unstressed patterns in words; rhythm; pitch; intonation; pause; tempo Behaviorist view language is learned by mimicking and practicing; people transfer what they know to new situations Innatist view noam chomsky - ability to acquire language is innate; critical period hypothesis; language acquisition device (ladd); and universal grammar (ug) Interactionist view no LAD - learn language through multiple experiences and social interactions; environment is a stronger influence than innate ability ELPS English Language Proficiency Standards - taught K-12, not grade specific, but specific to proficiency level; linguistically accommodated instruction PLD proficiency level descriptor - reading, writing, speaking, and listening; Beginner, intermediate, advanced, and advanced high Pragmatic Competence audience, purpose, and genre; awareness of informal vs. formal language Syntactic and Semantic Competence classify vocabulary to help learn new vocabulary Readability Scales Fry Readability, SMOG, Raygor Social Language Learning Strategies ask for clarification, ask to repeat or rephrase Meaning Emphases whole to part; interaction between reader and text; reader brings meaning to text through prior knowledge; Meaning, Structure, and Visual Semantics linguistic meanings of words and sentences Morphology rules of word formation Phonology sound system of language Syntax rules of word order in sentence formation Phoneme minimal sound unit of speech; smallest unit of sound Morpheme meaningful linguistic unit that can't be divided into smaller meaningful elements, such as book Bound Morpheme morpheme that can't stand alone - such as "re" need to be used in "redo" -- thinking prefixes, suffixes, and greek roots Free Morpheme a morpheme that can stand alone as an independent word - such as cat, in, and on Morphology the study of structure and forms of words including derivation, inflection, and compound words Affix bound morpheme that changes the meaning or function of a root word -- think prefix and suffix Derivation use of affixes to build new words from a root or base word -- such as predict to prediction False cognate word in another language that may have the same origin, but they will have different spellings, meanings, and pronunciation Partial cognate similar cognates in 2 languages with similar meanings, but are spelled different -- such as fragrance (English) vs. fragrancia (Spanish) Discourse continuous stretch of speech or written text going beyond a sentence to express thought – conversation Language register language used for a particular purpose or in a particular social setting - formal vs. intimate Graphemics study of the use of orthographic signs in a writing system Grapheme - phoneme correspondence sound that matches grapheme; phonics Syntax the study of how sentences are formed and grammatical rules; grammar and structure of language Lexicon list of words together with word-specific information -- how people use and store words, how people learn words, history and evolution of words Discourse analysis study of meaningful language units larger than a sentence Pragmatics study of the choices of language persons make in social interaction -- way we use language based on context --- eye contact, reading moods, taking turns -- friend language vs. academic language Communicative competence ability to use any form of language appropriate to the demands of social situation -- use linguistic and cultural norms Articulators mouth (bilabial), tongue, and lip -- labiodental, and dental Air flow/constriction fricative vs. affricative Bilabial both lips are together -- p, b, m Labiodental upper teeth are against the lower lip -- f, v Dental tongue is against or between the teeth – th Nasal air is forced through your nose as you make the sound - -m, n, ng Glide consonant characterized by a continued gliding motion of the mouth position into the vowel that comes after it -- w, j Voiced sound vocal chords move Unvoiced sound vocal chords don't move Aspiration puff of air when spoken -- p, t, k, ch Highest front vowel ee -- eat, ease, eel; tongue is really forward and high in the mouth Middle front vowel e - hate, weigh, paid; tongue different Lowest front vowel short a - fat, clap, sack ; tongue tip is forward and rest of tongue is low High unrounded vowel short i - fit, sit, knit -- tongue is high and forward Mid front unrounded vowel short a/e - said, net, head; tongue is mid height and forward Word stress when we accentuate one syllable; stress is always on a vowel Penultimate second from end Ante-penultimate third from end Compound word words with 2 parts Active voice subject performs action expressed by the verb -- the student wrote a song Passive voice subject receives action expressed by the verb -- a song was written by the student Jim Cummins professor from University of Toronto that developed BICS and CALP BICS basic interpersonal communication skills - everyday speech, context embedded, developed within 3 years of exposure to L2 -- gestures, pictures CALP cognitive academic language proficiency - used often when topics discussed are cognitively demanding and context reduced; think academic language -- developed within 5-7 years without ESL methods Language registers