ETEY Assessment 2 Quiz Revision

Topic 1 – Oral language | Why is oral language described as the foundation of literacy?

It develops vocabulary, grammar, comprehension and the ability to organise and express ideas, which support reading and writing.

Topic 1 – Oral language | What is receptive language?

The ability to understand spoken or other communicated language.

Topic 1 – Oral language | What is expressive language?

The ability to produce language to communicate thoughts, needs and ideas.

Topic 1 – Oral language | What is phonology?

The sound system of language.

Topic 1 – Oral language | What is syntax?

The rules and patterns used to organise words into sentences.

Topic 1 – Oral language | What is semantics?

Meaning in words, phrases and sentences.

Topic 1 – Oral language | What is morphology?

The structure of words and their smallest meaningful parts.

Topic 1 – Oral language | What is pragmatics?

The social use of language according to context and audience.

Topic 1 – Oral language | What is discourse?

Extended connected language, such as conversation, explanation or storytelling.

Topic 2 – Language acquisition theories | What does behaviourist language theory propose?

Language behaviours develop through imitation, practice, reinforcement and responses from the environment; associated with Skinner.

Topic 2 – Language acquisition theories | What does nativist language theory propose?

Children are born with an innate biological capacity for acquiring language; associated with Chomsky.

Topic 2 – Language acquisition theories | What does cognitive language theory propose?

Language develops alongside thinking and conceptual development; associated with Piaget.

Topic 2 – Language acquisition theories | What does social interactionist theory propose?

Language develops through meaningful social interaction, modelling and scaffolded support; associated with Vygotsky and Bruner.

Topic 2 – Language acquisition theories | What is the Zone of Proximal Development (ZPD)?

The space between what a learner can do independently and what they can do with skilled support.

Topic 2 – Language acquisition theories | What is scaffolding?

Temporary, responsive support that helps a learner complete a task before responsibility is gradually released.

Topic 2 – Language acquisition theories | What is a strengths-based approach to language?

It recognises and builds on children’s existing languages, dialects, knowledge and experiences rather than viewing difference as a deficit.

Topic 2 – Language acquisition theories | What is Halliday’s instrumental function?

Using language to meet needs or obtain something.

Topic 3 – Functions of language | What is Halliday’s regulatory function?

Using language to direct or control behaviour.

Topic 3 – Functions of language | What is Halliday’s interactional function?

Using language to form and maintain relationships.

Topic 3 – Functions of language | What is Halliday’s personal function?

Expressing identity, opinions and feelings.

Topic 3 – Functions of language | What is Halliday’s heuristic function?

Using language to investigate and ask questions.

Topic 3 – Functions of language | What is Halliday’s imaginative function?

Using language to create pretend or imaginary worlds.

Topic 3 – Functions of language | What is Halliday’s representational/informative function?

Using language to communicate facts and information.

Topic 3 – Functions of language | What is Halliday’s main idea about language development?

Children learn language by using it for meaningful functions in real social contexts.

Topic 3 – Functions of language | What are the three Australian Curriculum language modes?

Speaking and listening; reading and viewing; writing and creating.

Topic 4 – Modes of language | Why should language modes be taught in an integrated way?

Real meaning-making combines modes, and development in one mode supports the others.

Topic 4 – Modes of language | Why is talk before writing valuable?

It lets children rehearse vocabulary, organise ideas and form sentences before managing transcription.

Topic 4 – Modes of language | What is visual literacy?

The ability to interpret and create meaning through images, layout, symbols, colour and other visual choices.

Topic 4 – Modes of language | What is linguistic diversity?

Variation in languages, dialects, accents, sociolects and ways of communicating.

Topic 5 – Multiliteracies and diversity | What is a language repertoire?

The complete set of language varieties and communicative resources a person can draw on.

Topic 5 – Multiliteracies and diversity | What is code-switching or style-shifting?

Adjusting language variety or style according to audience, purpose and context.

Topic 5 – Multiliteracies and diversity | What is BICS?

Basic Interpersonal Communication Skills: everyday, context-supported conversational language.

Topic 5 – Multiliteracies and diversity | What is CALP?

Cognitive Academic Language Proficiency: cognitively demanding language used for explaining, analysing and school learning.

Topic 5 – Multiliteracies and diversity | How should teachers support movement from BICS to CALP?

Value everyday/home language, then model and scaffold academic vocabulary, sentence structures and reasoning language.

Topic 5 – Multiliteracies and diversity | What are multiliteracies?

A view of literacy that includes diverse cultural/linguistic contexts and multiple written, visual, audio, gestural, spatial and digital modes.

Topic 5 – Multiliteracies and diversity | What is a multimodal text?

A text that combines two or more modes to make meaning, such as words, images, sound, gesture or spatial design.

Topic 6 – Reading and writing foundations | What is phonological awareness?

The ability to hear, notice and manipulate sound structures in spoken language; it does not involve print.

Topic 6 – Reading and writing foundations | State the phonological awareness continuum.

Word awareness → rhyme → syllable → onset and rime → phonemic awareness → phonics.

Topic 6 – Reading and writing foundations | What is onset and rime?

Onset is the sound before the vowel in a syllable; rime is the vowel and sounds that follow, e.g. c + at.

Topic 6 – Reading and writing foundations | What is phonemic awareness?

The ability to hear and manipulate individual phonemes in spoken words; the most advanced phonological-awareness level.

Topic 6 – Reading and writing foundations | What is phonics?

Teaching the relationship between phonemes in speech and graphemes in print.

Topic 6 – Reading and writing foundations | What is a phoneme?

The smallest unit of sound that can distinguish meaning in a language.

Topic 6 – Reading and writing foundations | What is a grapheme?

A written letter or letter group representing a phoneme.

Topic 6 – Reading and writing foundations | What is decoding?

Using print and sound knowledge to read written words.

Topic 6 – Reading and writing foundations | What is encoding?

Representing spoken words with graphemes in writing; spelling.

Topic 6 – Reading and writing foundations | Why is SATPIN often introduced first?

Its common sounds and letters can be combined quickly into many simple words for blending and segmenting.

Topic 6 – Reading and writing foundations | What is a mentor text?

A high-quality text used as a model for explicitly teaching language, text features or writing craft in a meaningful context.

Topic 6 – Reading and writing foundations | How do spelling and handwriting support writer identity?

Growing transcription fluency increases independence, willingness to take risks and belief in oneself as a writer.

Topic 6 – Reading and writing foundations | What is IRF?

Initiation–Response–Feedback: the teacher initiates a question, a student responds and the teacher evaluates or follows up.

Topic 7 – Talk for learning | What is recitation?

Teacher-controlled talk focused on recall and known answers, usually with short student responses.

Topic 7 – Talk for learning | What is dialogic teaching?

Purposeful, reciprocal and cumulative classroom talk in which students and teachers build and justify ideas together.

Topic 7 – Talk for learning | What are Talk Moves?

Prompts that help students restate, add on, agree/disagree with reasons, explain evidence and revise thinking.

Topic 7 – Talk for learning | What is revoicing?

Reformulating a student’s contribution to clarify or extend it while preserving their meaning.

Topic 7 – Talk for learning | Why is wait time important?

It allows processing, widens participation and produces longer, more reasoned responses.

Topic 7 – Talk for learning | What is learning-focused feedback?

Specific, constructive, non-judgemental information about progress and a usable next step.

Topic 7 – Talk for learning | How does dialogic talk support writing?

Students orally rehearse, organise, test and refine ideas and academic language before composing.

Topic 8 – Storytelling and assessment | How does storytelling support literacy?

It builds vocabulary, sequencing, narrative structure, comprehension, imagination and oral composition for writing.

Topic 8 – Storytelling and assessment | How can drama and role play support language?

They create meaningful reasons to speak, listen, negotiate, take perspectives and use new vocabulary.

Topic 8 – Storytelling and assessment | What is diagnostic assessment?

Assessment used before or early in teaching to identify prior knowledge, strengths and needs.

Topic 8 – Storytelling and assessment | What is formative assessment?

Assessment during learning that provides evidence for feedback and next teaching steps; assessment for learning.

Topic 8 – Storytelling and assessment | What is summative assessment?

Assessment after a learning period used to judge or report achievement; assessment of learning.

Topic 8 – Storytelling and assessment | How can self and peer assessment support learning?

They build reflection, understanding of criteria, feedback skills and learner agency when explicitly modelled.

Topic 9 – Writing development | What is emergent literacy theory?

The view that literacy begins from birth and develops through meaningful engagement with oral language, reading and writing; associated with Clay and Sulzby.

Topic 9 – Writing development | Why can scribbling count as early writing?

Marks can intentionally carry a child’s meaning even before conventional letters and spelling appear.

Topic 9 – Writing development | List common emergent-writing developments.

Scribbling/drawing → letter-like forms → letter strings → invented spelling → transitional spelling → increasingly conventional writing; not always linear.

Topic 9 – Writing development | What is invented spelling?

A child’s attempt to represent words using the sounds and letter knowledge currently available to them.

Topic 9 – Writing development | What does the sociocultural/process view say about writing?

Writing develops through talk, modelling, collaboration, scaffolding, conferencing and repeated composing/revising cycles.

Topic 9 – Writing development | What does the cognitive view say about writing?

Writing requires mental processes such as planning, translating ideas into text and reviewing.

Topic 9 – Writing development | What does genre theory add to writing instruction?

Purpose, audience and text type shape structure and language choices.

Topic 9 – Writing development | What are Halliday’s field, tenor and mode?

Field: what is happening/topic; tenor: relationships between participants; mode: how language is delivered and organised.

Topic 9 – Writing development | What is writing as a process?

Meaning-making through planning, drafting, reviewing, revising, editing and sharing/publishing.

Topic 9 – Writing development | What is writing as a product?

The completed text that can be examined for meaning, organisation and transcription features.

Topic 9 – Writing development | What is transcription in writing?

The physical/conventional production of text, including handwriting or typing, spelling, punctuation and layout.

Topic 9 – Writing development | What is Kalantzis’s didactic paradigm?

Explicit transmission of rules, skills and conventions, usually teacher-directed.

Topic 9 – Writing development | What is Kalantzis’s authentic paradigm?

Learning literacy through meaningful personal experience, choice and real purposes.

Topic 9 – Writing development | What is Kalantzis’s functional paradigm?

Learning how language and text choices work to achieve different social purposes.

Topic 9 – Writing development | What is Kalantzis’s critical paradigm?

Examining how texts represent viewpoints, identities, power and whose voices are included or excluded.

Topic 9 – Writing development | What is writer identity?

A learner’s beliefs, experiences and sense of themselves as someone who can and does write.