LOTE Spanish (my copy)

discourse competence

the knowledge of how to produce and comprehend oral or written texts in the modes of speaking/writing and listening/reading respectively

strategic competence

the knowledge of how to use one's language to communicate intended meaning

discourse competence

the knowledge of how to produce and comprehend oral or written texts in the modes of speaking/writing and listening/reading respectively

strategic competence

the knowledge of how to use one's language to communicate intended meaning

lexical approach

focus on the development of meaningful chunks to fulfill different functions or purposes.

ex: instead of teaching "hang in there " as 3 words, you teach it as a canned expression which means "don't give up"

Vygotsky's Theory

revolves around the idea that social interaction is central to learning

orthographic knowledge

stored information in memory for the correct way to write a languages orthography.

morphemic knowledge

knowledge of word structure or how words are composed of one or more meaningful linguistic units

Morphemes

The smallest units of meaning in a language.

Phonemes

smallest unit of sound

Syntax

The arrangement of words and phrases to create well-formed sentences in a language.

Scaffolding

Adjusting the support offered during a teaching session to fit the child's current level of performance

Consonant Digraph

A pair of consonants that makes a single sound that is different from each individual letter sound. (Ex: ch, sh)

Cognates

Words that look similar and have the same origin in two languages.

Consonant

A sound made with the closing or partial closing of the mouth.

(all the words in alphabet besides the vowels)

Authentic Assessment

Measure student understanding of the learning process and product, rather than just the product.

Informal Assessment

May or may not be used for a grade. Includes teacher asking questions out loud, journals, portfolio, role-play, in class or homework assignment.

Formal Assessment

Used to grade students. Consists of tests, quizzes, essays.

Theories and Lesson Plans

Use different 2nd language acquisition theories in plans, use content-based, include audiolingual drills and translation exercises, focus on communicative instruction, always be learner-centered instruction.

Bilingual Education Program

designed for students with limited English proficiency (LEP)

Content conducted in both languages

Now are 2 way programs allowing native English speakers to join LEP.
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Immersion Programs

programs in which English language learners are taught academic subjects in English

FLES
(Foreign Language in Elementary School Program)

Designed to help students develop some level of proficiency and are not simply for exposure. Sequential language instruction is provided.

FLEX (Foreign Language Experience Program)

Enrichment programs designed for limited exposure to 1 or 2 foreign languages to children in elementary school

interdisciplinary or thematic units

Teacher incorporates other subject areas.

Differentiated Instruction

Allows to plan lessons to meet the needs of all learners. Find activities to cater to advanced, intermediate, and struggling students.

IEP (Individualized Education Plan)

A customized plan for a student with a disability developed by an ARD committee that guides the instruction and services the student receives.

Overgeneralization

Students learn a rule in L2 and apply it incorrectly

Use indirect correction to correct student

Indirect Correction

repeating what the student said, in the correct way

Language Interference

Language transfer that is negative. They will also make errors in L2 that are associated with their knowledge of L1.

Language Transfer

Students use knowledge of L1 and apply those rules to L2 and is positive.

First-language background

If L1 and L2 are related, the student will learn L2 faster, for example with cognates.

Motivation

the teacher should try to make learning the language seem relevant and important and tie in the students interest to the lessons

Kinesthetic learners

Hands-on learners that learn by doing.

Auditory Learners

People who learn best by hearing or listening to information.

Visual Learners

People who learn best by relying on their sense of sight.
pictures, charts, videos

Direct Method

Students are taught directly, but focuses on vocabulary.

Audiolingual Method

a method of language teaching which emphasises the teaching of speaking and listening before reading and writing, uses dialogues and drills, discourages use of L1, and often makes use of contrastive analysis.

Grammar Translation Method

Students learn grammar rules and then use their knowledge of those rules to translate sentences.
Helps read and translate literature, but does not generally help develop proficiency or comprehension.

Content Based Approach

Use content or subjects to teach students L2 in a meaningful way. Teachers use hands-on, meaningful interaction and methods to help students learn the language in real world settings.

Total Physical Response (TPR)

Use of acting out, games, and skill- kinesthetic

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Monitor Model

Krashen; explains that the learner "monitors" and corrects his/her errors. Focuses on accuracy.

Natural Approach

promotes more second language acquisition in the classroom, emphasizing communication and placing less emphasis on the study of grammar and direct correction of students

Interactionist Theory

Lev Vygotsky, which explains that language acquisition is both social and biological.

universal grammar

Proposed by Chomsky; theory that states that grammar is built in and that under normal circumstances, people naturally develop a sense of grammar.

Noam Chomsky

States that all humans have a language acquisition device (LAD), which helps them understand grammatical rules and any rules of language.

Interlanguage

the language form produced by speakers acquiring a second language that combines linguistic features from both their native and their new languages

language acquisition

When language is naturally acquired, for example babies and toddlers. This is not direct instruction.

CALP (Cognitive Academic Language Proficiency)

academic language and terminology students need to understand to do well in an academic setting; usually takes years to develop

BICS (Basic Interpersonal Communication Skills)

basic conversation skills that most students learn quickly

L2 / Language 2

the language a person is learning or has learned

L1 /Language 1

the language a person already knows

Pragmatics

the appropriate use of language in different contexts

how words are used in practical sense

ex: "I heart you!"
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Evaluation

the making of a judgment about the amount, number, or value of something; assessment.

Synthesis

combining parts into a whole

analysis

breaking a complex topic into smaller pieces to gain better understanding

application

apply knowledge to actual situations

Communities

Students use Spanish in school settings and in other places.

Demonstrate evidence of being life long learners by using target language out of school setting
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Comparisons

Students show an understanding of the nature and structure of language by comparing the target language (Spanish) and their own language.

compare cultures they studied and their own culture

Connections strategies

Collaborate with content area teachers and plan activities, games, and find videos or songs related to the material.

Connections

students extend their knowledge of other disciplines through the target language

Cultures strategies

Students can demonstrate that they understand the relationship between the perspectives and products of the target culture by studying the ideas of the culture and their produce. Also, holidays and traditions.

Cultures

Students show an understanding of the relationship between the perspectives and practices of the cultures they study.
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Communication

students participate in conversations ask for and give information, express emotions, and share opinions

The 5 C's

Communication, Cultures, Connections, Comparisons, Communities

conjugated verb

changed verbs to fit time and place. (tomorrow, today, yesterday)

conjugating

changing the forms of a verb to indicate who is doing the action

Novice High

respond to simple, direct questions or request information.
Able to express personal meaning by relying heavily on learned phrases.
Short and sometimes incomplete sentences in the present, maybe hesitant or inaccurate

Novice Mid

-isolated words and learned phrases
-quality is increased
-vocabulary is sufficient only for basic needs
-long pauses, repetition
-some difficulty producing simple utterances
-Understood with great difficulty
-communicate minimally

Novice Low

-exchanhe greetings
-give identity
-name a number of objects
Cannot participate in a true conversational exchange

novice

Beginners, can communicate short messages, highly predictable, everyday topics.
Hard to understand.

grammatical competence

ability to recognize lexical, morphological, syntactical, and phonological features of language and to use these features effectively to interpret, encode, and decode words and sentences

Communicative Language Teaching

Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence.

4 dimensions are-
grammatical competence, sociolinguistic competence, discourse competence, and strategic competence

Sociolinguistic competence

the ability to interpret the social meaning that language conveys and to choose language that is socially appropriate for communicative situations

discourse competence

ability to understand and express oneself in a given language

strategic competence

knowledge of how to use ones language to communicate intended meaning.

Morphology

structure of words and parts of words such as stems, root words, prefixes and suffixes

Zone of Proximal Development (ZPD)

Vygotsky's concept of the difference between what a child can do alone and what that child can do with the help of a teacher also zone of approximate development?...scaffolding?)

interpersonal communication

the exchange of thoughts, feelings, and beliefs between two or more people

Interpretive

Relating to, involving, or providing an interpretation or explanation of something.

Performance-based assessment

Requires a student to perform a task rather than select an answer from a pre-determined list of options.

Diagnostic Assessment

Evaluates student knowledge prior to instruction of a new skill or unit

self-assessment

evaluate their own work

selected response assessments

objective test with one right answer, while the activity described allows the students many ways to complete the assignment

Language Awareness

an understanding of the human faculty of language and its role in thinking, learning and social life.

Cognitive Learning Strategy

a strategy that learners use in order to learn more successfully.
Include: repetition, summarizing meaning, guessing meaning from context, using imagery for memorizations and more.

Organizational Cycle

a theory on how best to assist ELL students that are mainstreamed into classes. This cycle consists of five major areas of concentration: building relationships, prior knowledge, mentoring student leadership, learning by doing, and reflection.

Contrastive Rhetoric

The way a first language and culture influence writing. Necessary to understand when teaching writing to ELL students.

Socio-cultural Context

The idea that language, rather than existing in isolation, is closely linked to the culture and society in which it is used.
Teachers can raise awareness of socio-cultural context by analyzing newspaper headlines, reading advertisements, and examining the use of slang and idioms.

free morpheme

A morpheme that can function as a word by itself.

Bound Morpheme

a morpheme that is unable to stand by itself to form a word.

Information and Communication Technology (ICT)

Technological tools that are used to communicate and to manage information. Ex: Interactive Whiteboards

2 Categories of Speech Sounds

consonants and vowels

Phonology

the study of different sound patterns that occur in languages.

Fact Discourse

used to help students gather new information, such as a research project; part of instructional design

Thought Discourse

improves creativity; part of instructional design

Communication Discourse

is shared; part of instructional design

Fun Discourse

is fun; part of instructional design

norm-referenced assessment

An assessment that compares and ranks a student's performance in relation to other students. Has a midpoint (median score) of performance-50 above and 50 below (GT tests, SATs, etc)

Criterion-Referenced Assessment

An assessment that compares a student's performance in relation to explicit standards. (STAAR, PPR, etc)

Internalization

The process of learning something so that it can be used as the basis for production. It can then be retained and retrieved when needed for communication.

Synchronic (descriptive) Phonology

Phonology that looks into the sounds at a single stage in the creation of a language and looks for sound patterns that can occur.

Diachronic (historical) Phonology

Phonology that is used to examine and create theories based on the changes that occur in speech sounds over a given period of time.