ML Quiz 1

Phonological

• The study of the sounds of spoken language and how they are organized and combined

  • You know if a language is not English

  • Before puberty

Semantic

The study of word, phrase, and sentence meanings, which builds vocabulary and conceptual knowledge

Morphemic

The study of word structures and the smallest units of meaning, known as morphemes (such as prefixes, roots, and suffixes)

Syntactic

The system of rules governing word order, phrase arrangement, and how sentence structure conveys meaning

Pragmatic

The rules for using language appropriately in different social contexts and conversational situations

Competence

• Linguistic knowledge (vocabulary, sentence structure, etc.)

  • Higher for English learners

Performance

• Actual language used in particular situations (actually producing the language)

  • Higher for native English speakers

Receptive Language

• What you comprehend in a new language

  • Reading and listening

Productive Language

• What you can produce in a new language

  • Writing and speaking

Input

• What you comprehend about a new language

  • Receptive language and visuals, actions, facial expressions, etc.

Output

• What you can produce about a new language

  • Productive language and gestures

L1

• An ELL’s first language or native language

  • Maybe used to refer to persons who are speaking in their native language

L2

• An ELL’s second language

  • Often used in the context of “__ student” to designate students who are non-native speakers of a language

Title III

Provides federal funding to help English Learners (ELs) and immigrant students attain English proficiency and meet state academic standards

ESSA

Requires public schools to include English language proficiency as a core measure in their main academic accountability systems for English Learners (ELs)

Lau v. Nichols (1974)

A landmark U.S. Supreme Court decision ruling that public school districts must provide supplemental language instruction to students with limited English proficiency to ensure equal educational access under Title VI of the Civil Rights Act of 1964

ESL Approach

• Focuses on instruction in English as the primary means to help ELs acquire the language and ultimately meet high academic standards

  • Students learn and are taught in English exclusively or primarily—certain instructional materials or instructional techniques may make use of basic L1 vocabulary, but only as a means to support the students’ use of English

Bilingual Approach

• Based on a commitment to the understanding that instruction in students’ first language will help them to meet the goals of attaining English proficiency and meeting high academic achievement standards

  • Research indicates that L1 instruction does appear to promote students’ English achievement

English as a Second Language (ESL)/English Language Development (ELD)/English for Speakers of other Languages (ESOL)

• Programs/services designed to help English learners (ELs) develop their English language skills while they participate in academic learning

• Focuses on listening, speaking, reading, and writing in English

• The terms can vary depending on the school, state, or program

Content-Based ESL

• Teach the content but also teach English. Make sure the student learns the content

  • Different versions of textbooks that make it easier for ELs to understand concepts (simpler language, etc.)

Sheltered Instruction/Sheltered Instruction Observation Protocol (SIOP)

• An approach that makes academic content understandable to English learners while also developing their English language skills

• Uses strategies such as visuals, modeling, gestures, clear language, vocabulary instruction, and opportunities for students to talk and practice English

Transitional Bilingual Education (TBE)

Start with 50/50, reduce native language and increase English

Two-Way Immersion (TWI)

• A classroom model that brings together native English speakers and native speakers of another language to learn academic content in both languages

• Both groups of students learn from and with each other

• Goal is bilingualism, biliteracy, academic achievement, and cross-cultural understanding

Long-Term ELs

• Good conversational skills

• Struggle in academic English

• Struggle in content areas

• Weak first language

• Less culture issues

• “Hidden ELs” (can speak in English fine, can’t read it/do academics well)

SLIFE: Students with limited or interrupted former education

• Poor literacy foundation in L1

• Poor conversational English

• Poor content knowledge

• Cultural issues

• High motivation

Standard ELs

• Strong L1 foundation

• Strong content knowledge

• Limited conversational English

• English literacy depends

• Not quite familiar with U.S. culture

Level 1: Starting

Students initially have limited or no understanding of English.

They rarely use English for communication. They respond nonverbally

to simple commands, statements, and questions. As their oral

comprehension increases, they begin to imitate the verbalizations of

others by using single words or simple phrases, and they begin to use

English spontaneously. At the earliest stage, these learners construct

meaning from text primarily through illustrations, graphs, maps, and

tables.

• 0-6 months

Level 2: Emerging

Students can understand phrases and short sentences. They can

communicate limited information in simple everyday and routine

situations by using memorized phrases, groups of words, and formulae.

They can use selected simple structures correctly but still systematically

produce basic errors. Students begin to use general academic

vocabulary and familiar everyday expressions. Errors in writing are

present that often hinder communication.

• Within 1-2 years

Level 3: Developing

Students understand more complex speech but still may require

some repetition. They use English spontaneously but may have

difficulty expressing all their thoughts due to a restricted vocabulary

and a limited command of language structure. Students at this level

speak in simple sentences, which are comprehensible and appropriate,

but which are frequently marked by grammatical errors. Proficiency in

reading may vary considerably. Students are most successful

constructing meaning from texts for which they have background

knowledge upon which to build.

• 2-7 years or even more

Level 4: Expanding

Students’ language skills are adequate for most day-to-day

communication needs. They communicate in English in new or

unfamiliar settings but have occasional difficulty with complex

structures and abstract academic concepts.

Students at this level may read with considerable fluency and are able

to locate and identify the specific facts within the text. However, they

may not understand texts in which the concepts are presented in a

decontextualized manner, the sentence structure is complex, or the

vocabulary is abstract or has multiple meanings. They can read

independently but may have occasional comprehension problems,

especially when processing grade-level information.

• 2-7 years or even more

Level 5: Bridging

Students can express themselves fluently and spontaneously on a

wide range of personal, general, academic, or social topics in a variety

of contexts. They are poised to function in an environment with native

speaking peers with minimal language support or guidance. Students

have a good command of technical and academic vocabulary as well of

idiomatic expressions and colloquialisms. They can produce clear,

smoothly flowing, well-structured texts of differing lengths and degrees

of linguistic complexity. Errors are minimal, difficult to spot, and

generally corrected when they occur.

• 2-7 years or even more

• Tense

• Singular vs. plural

• Word order/syntax

• Comparative and superlative

  • Better, best

What are some basic errors that ELs make?

Basic Interpersonal Communication Skills

What does BICS stand for?

Cognitive Academic Language Proficiency

What does CALP stand for?

2 years

How long does it take to achieve proficiency in BICS?

5-7 years or more

How long does it take to achieve proficiency in CALP?

• These differences are at the linguistic level, but not at the cognitive level.

• Students who have developed BICS but not CALP do not lack higher-order thinking ability.

  • They simply lack the language needed to succeed in school.

• Differences between BICS & CALP

  • Interactive (BICS) vs. edited texts (CALP)

  • Abstract (CALP) vs. situated content (BICS)

  • Reported (CALP) vs. immediate style (BICS)

  • Preciseness (CALP) vs. vagueness (BICS)

What are some differences between BICS and CALP?

BICS

• Social, survival language

• Utterances are in fragments or memorized chunks

• Vocabulary consists of high-frequency words with general meanings

• Verb forms are in present tense or progressive aspect

• Negative is indicated by the word “no”

• Conversation topics are related to the here and now and are context embedded

• Understanding relies on background knowledge

• Language tends to be conversational and personal

CALP

• Academic, expository

• Utterances and sentences are long and often contain embedded clauses; word order is varied

• Vocabulary consists of abstract, subject-related content words, often with specialized meanings

• Verb forms include modal auxiliaries, perfect tenses, and passive voice

• Correct syntax is developed or developing

• Topics focus on subject content and may be context reduced

• Understanding depends on language in addition to background knowledge

• Language tends to be distanced, impersonal, and authoritative

Field

Topic being talked or written about

Tenor

Relationship between the speaker/writer and the listener/reader

Mode

Channel of communication

Register

The way language is used in a particular context of situation within a particular culture