INTD 302 Heller study guide

1. Linguafolio

an electronic portfolio for learners to be able to document that they've attained a certain level of proficiency

2. 90%

Percent use of TL in the classroom by students and teachers

3. ZPD

according to Vygotsky, the level at which instruction is targeted with scaffolds that are eventually removed.

4. IPA

Evaluation tool for performance of the three modes of communication

5. Noam Chomsky

all are born with a universal grammar

6. Stephen Krashen

Developed the monitor theory

7. Lev Vygotsky

posited Zone of Proximal Development to describe the gap between the present level of performance and the desired level of performance

8. Michael Long

negotiation of meaning and interaction are needed for acquisition to take place

9. Merrill Swain

comprehensible input is necessary, but not sufficient, output hypothesis

10. Tracy Terrell

Natural method techniques to apply Krashen's theories to the classroom; 'comprehension precedes production'

11. James Asher

developed Total Physical Response techniques

12. Eric Lenneberg

critical period hypothesis for acquisition of L2

13. Grant Wiggins

backward design format for lesson, unit and curricular development

14. Robert Dekeyser

direct instruction can facilitate acquisition. Declarative knowledge ("learning therules")can lead to procedural knowledge ("automaticity") with repetition.

15. Madeline Hunter

developed 7 step lesson planning model Instructional Theory into Practice

16. Larry Selinker

Developed the interlanguage theory, "language of the language learner"

17. Richard Schmidt

Noticing hypothesis, learner notices conflict between input and interlanguage whichmakes uptake possible; noticing is necessary for acquisition to progress

18. Norman Gronlund

Developed three-part behavioral objective format

19. Alison Wray

she classified formulaic sequences into routines and patterns

20. Fisher and Frey

Gradual Release of Responsibility lesson planning model

21. Benjamin Bloom

Developed Bloom's Taxonomy - a hierarchy of cognitive domain functions

22. Alice Omaggio Hadley

Described the communicative approach to language instruction - teaching with a communicative context of topic and function

23. Rod Ellis

Posited that procedural knowledge could precede declarative knowledge - in other words, you learnthe rules AFTER automaticity is already achieved.

24. Scaffolding

Vygotsky describes how an 'expert' assists a student to bridge the ZPD. The ZPD is the gapbetween the present level of performance and the desired level of performance. Scaffolds are removed as learners attain the new level of performance.

25. comprehensible input i+1

1+1 is the optimum level of comprehensible input; according to Krashen,comprehensible input is all that is necessary for language acquisition to occur

26. affective filter

this internal response raises when the learner is stressed and inhibits the efficacy of input

27. negotiation of meaning

According to Michael Long, this is needed for acquisition; partner work facilitates it.

28. Output Hypothesis

Merrill Swain, input is necessary but not sufficient

29. Novice

ACTFL proficienty level at which a person can communicate minimally with formulaic chunks of language and rote utterances, lists and phrases

30. Intermediate

ACTFL proficienty level at which a person can create with language, ask and answer simple questions on familiar topics and handle a simple situation or transaction

31. Advanced

ACTFL proficienty level at which a person can narrate and describe in all major time frames and handle a situation with a complication

32. Superior

ACTFL proficienty level at which a person can support opinion, hypothesize, discuss topics concretely and abstractly, and handle a linguistically unfamiliar situation

33. authentic resources

texts produced by members of a language or culture group for other members of that same language or culture group

34. critical period hypothesis

the idea that after age 7 the way to learn an L2 changes - is not the same as how the L1 was acquired.

35. interlanguage

According to Selinker, the "language of the language learner"

36. essential question

In Wiggins' UbD model, unit topics are stated in terms of open ended questions called _____

37. alignment

ideal relationship between the standards and objectives, instruction and assessment

38. information gap

a pair activity in which facilitates the negotiation of meaning by giving each partner partial information to complete the conversation

39. can do statements

Learning objectives stated in student friendly language

40. inverted pyramid

model of the ACTFL proficiency guidelines showing that to progress to the next level of proficiency requires command of an increasing number of language functions and topics

41. gradual release of responsibility

Fisher and Frey model; progression in a lesson from I do, we do, you do.

42. feeling tone

Hunter terminology for the affective climate created by the teacher

43. monitor and adjust

Hunter recommends that teachers continuously modify instructional moves based on student responses

44. level of concern

predictability and visibility of the teacher increases accountability, which, in turn, increases student involvement

45. patterns

According to Wray, these are formulaic sequences that provide a template into which various words can be inserted; phrases that allow for insertion of vocabulary (Do you have any ___? I don't like ___)

46. routines

According to Wray, these formulaic sequences are fixed phrases (I don't understand. What a shame. Me too!)

47. sponge activities

activities that teachers can implement/add to a lesson to 'soak up' the extra time if some parts of a lesson go more quickly than planned

48. Communication

Communicate effectively in more than 1 language in order to function in a variety of situations and for multiple purpose

49. Communities

Participate in multilingual communities at home and around the world

50. Comparisons

Develop insights into the nature of language and culture

51. Connections

Connect with other disciplines and acquire information and diverse perspectives

52. Cultures

Interact with cultural competence and understanding

53. Affective Filter

It blocks out the comprehensibility of input when you're under stress

54. Input Hypothesis

comprehensible input, i+1, is all that is necessary to acquire language

55. Acquisition Hypothesis

According to Krashen, acquisition is unconscious, learning is conscious; language is acquired, not learned.

56. The Monitor

where rules reside, slows down fluency when activited

57. Natural Order

morphemes are acquired in a particular order, the sequence will always be the same

58. Interpretive Mode

one way receptive mode of communication, usually byreading, listening or viewing (understanding, interpreting, analyzing)

59. Interpersonal Mode

learners interact and negotiate meaning in spoken, signed, or written conversation to share information, reactions, feelings, and opinions

60. Presentational Mode

mode of communication, learners present on a variety of topics in speaking or writing

61. 3 P's of Culture

products, practices, perspectives

62. Performance

how a student uses the language after time for practice, planning, scaffolding, rehearsal, and feedback.

63. Proficiency

how a student uses the language spontaneously, without supports, practice, scaffolds, rehearsal or feedback

64. Anticipatory Set

part of the Hunter Lesson Plan Model which helps focus student attention and activates prior knowledge

65. Check for Understanding

Part of the Hunter model in which the teacher uses questioning techniques to verify that students will be able to successfully proceed to practice skills after directed instruction phase

66. Guided practice

Step 5 of the Hunter Model in which the teacher provides an opportunity for students to practice a new skill under supervision, teacher walks around

67. Closure

In this phase of the Hunter Model, the teacher draws the learning scenario to a conclusion by cueing students to reflect on their current level of understanding, troubleshoot, recap, and put lesson in perspective with big picture

68. Independent Practice

Stage of the Hunter Model in which the teacher provides practice activities for reinforcement

69. Backward Design

Identify desire results;Determine acceptable evidence;Plan learning experiences and instruction/

70. Checkpoints

This is what the three benchmark levels in New York State are called.

71. Checkpoint A

This benchmark is the graduation WL requirement for all students in NYS

72. Checkpoint B

This benchmark one way to earn a diploma with advanced distinction in NYS

73. Checkpoint C

This benchmark include AP, IB and Dual Credit language courses in NYS.

74. Core Practices

These six High Leverage Teaching Practices (HLTPs) identified by Glisan and Donato including the use of 90% target language, use of authentic resources, and use of pair activities to promote interpersonal mode communication.

75. Authentic Resources

The use of them supplies an immediate communicative and cultural context for the lesson.

76. Audio Lingual Method (A-LM)

This language teaching method, popular in the 60s, was based on behaviorist psychology of B.F. Skinner.

77. ACTFL

American Council on the Teaching of Foreign Languages

78. Foreign Language Annals (FLAnnals)

Official peer-reviewed journal of ACTFL

79. TL

target language

80. L2

second language

81. Performance indicators

In the NYS WL Standards (2020), the proficiency target for each standard at each checkpoint is described by one or more of these.

82. Can-Do Statements

Developed by ACTFL and NCSSFL to set learning targets for each mode at eachlevel of proficiency.