LOTE Vocab Competency 1 (domain 1)

Universal Grammar

(One of Chomsky theory) states under normal circumstances, people naturally develop a sense of grammar

Natural Order Hypothesis

Krashen- grammatical structures aquired in a predictable order, independent of the order grammar is taught

L1

The language a person already knows

L2

The language a person is learning or has learned

Basic Interpersonal Communication Skills (BICS)

Basic conversation that most students learn quickly, often within one year

Lev Vygotsky

This theorist is Known for interactionist theory

Realia

an authentic item from a target language culture, like a birthday invitation, a store receipt, a magazine, etc.

Language learning

Not as communicative and is a result of direct instruction. Often used to teach L2.

Interlanguage

A linguistic system that develops when someone is learning L2 but has not mastered it

Larry Selinker

theorist who proposed the interlanguage theory

Interlanguage theory

Language learners communicate in L2 while making mistakes related to L1 and overgeneralizing grammar rules they learned.

Language Acquisition Device (LAD)

(One of Chomsky theory) helps humans understand grammatical rules and any rules of language.

Nativist Perspective

(One of Chomsky theory) Humans are naturally or biologically designed to learn language

4 components to the communicative language teaching approach

• Grammatical competence

• Sociolinguistic competence

• Discourse competence

• Strategic competence

Grammatical competence

Using language accurately, including syntax (sentence structure), spelling, vocabulary, pronunciation

Sociolinguistic competence

using the language appropriately according to a specific social setting or context, keeping in mind if to use informal or formal (tú, usted)

Communicative competence

Dell Hymes theory, ability that speakers and listeners use to communicate in authentic social settings. All four competences (grammatical, sociolinguistic, discourse, and strategic) work together to make communicative happen.

Natural approach

developed by Krashen and Terrell. Promotes more second language acquisition in the classroom, emphasizing communication and placing less emphasis on grammar and direct correction to students.

Comprehensible input

Language that is understood. Developed by Krashen

Comprehensible input + 1 or i + 1

language that is just above the student's current proficiency level.

Content Based Approach

use content (or subjects) to teach L2. The hands-on way for students to learn useful language in a real world setting.

Grammar Translation Method

Students learn grammar rules and use their knowledge of those rules to translate sentences.

Audiolingual Method (army method)

Based on behaviorist theory, people can be taught language through reinforcement (positive and negative feedback). Similar to direct method.

Cognitive Academic Language Proficiency (CALP)

Academic language and terminology a student has to know to do well in an academic setting; usually takes a few years to develop

Graded readers

Books that are simplified versions of works designed for language learners. Not authentic texts.

Big C

Culture we often thinking about like holidays, art, food, literature, etc

Little C

Less visible type of culture that is associated with a specific region and can change quickly like communication style, cultural norms, myths, etc.

Language acquisition

Language that is naturally acquired. Babies and toddlers acquire L1. No instructions needed

Interactionist theory

(Vygotsky theory) language acquisition is both social and biological; emphasizes the importance of collaborative learning to help students develop cognitively and linguistically.

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

Michael Lewis

Theorist who developed the lexical approach, understanding "chunks" of language to help students learn patterns of grammar and language.

Noam Chomsky

Theorist who is a linguist and linguistics scholar and states that all humans have a language acquisition device (LAD); developed Nativist perspective and Universal Grammar

Communicative language teaching

communicative approaches that emphasize the use of interaction and communicative in the teaching and learning of a language; often role plays, games, and interviews are used. Has 4 componentes (Grammatical, Sociolinguistic, Discourse, Strategic)

Discourse competence

Being able to connect phrases appropriately in a way that is coherent and cohesive, or that makes sense; applies to both speaking and writing

Strategic competence

Using strategies to appropriately enter or exit a conversation, end a silent period in a conversation, being able to speak when it's a person's turn

Monitor model

developed by Krashen. A hypothesis that explains that the learner "monitors" and corrects his/her errors.

Scaffolding

extra support. Non-verbal support, rephrasing the sentence, checking for understanding, clarifying, etc.

Affective Filter Hypothesis

Krashen; when students are affected by anxiety, stress, self-confidence, and their surroundings

Reading Hypothesis

Krashen; straightforward, the students reads more in L2 they will learn more vocabulary

Comprehension approach

James Asher; total physical response (TPR), grammar is not explicitly taught instead students use whole body actions to respond to a command from the teacher in the target language

Cognitive processing theories in language acquisition

L2 learners are usually older and have a knowledge base of how language works, this can affect how they learn and process L2. L1 need no direct instruction, it just come naturally to them.

Behaviorist Theory

people can be taught language through reinforcement (positive or negative). Similar to direct method.

Direct method

students who are taught directly.

Learning styles and Lesson Planning

Teachers knowing that students learn differently.

• Auditory (Listening)

• Visual (Seeing/looking)

• Kinesthetic (“hands-on”)

5 factors affecting second language acquisition

• Motivation

• First language background

• Language transfer/language interference

• Overgeneralization

• Family attitude and behavior

  these factors affect…

Motivation

student’s motivation to learn language. An important factor.

First language background

term that says If L1 and L2 are related, the student will learn L2 faster.

Cognates

L1 and L2 language have similar words that have similar meanings. EX: Spanish and English have similar words with similar meanings.

Language transfer

when students use knowledge of L1 and apply those rules to L2. Can be positive or negative

Language interference

when language transfer is negative. Making errors in L2 that are associated with their knowledge of L1.

Indirect correction

when the teacher repeats what the student said but in the correct way

Overgeneralization

sometimes students learn a rule in L2 and apply it incorrectly.

Family attitude and behavior

When parent and family members are supportive of the student learning L2, which will facilitate language acquisition.

Designing instruction for All Students

Teachers who use different learning styles for a wide range of students in their classroom.

Differentiated instruction

allows teachers to plan lessons that meet the needs of all learners.

Interdisciplinary/thematic units

a teacher who incorporates other subject areas (science, math, social studies, etc) and collaborate with the teachers of those subjects for a lesson.

the 4 Foreign language programs

• Foreign language experience program (FLEX)

• Foreign language in elementary schools program (FLES)

• Immersion programs

• Bilingual Education programs

Foreign Language Experience Program (FLEX)

the enrichment programs that are designed for limited exposure to one or two foreign language(s) to children in primary school. These students learn basic vocabulary and exposed to other cultures. “EX” = EXPOSURE

Foreign language in elementary school program (FLES)

program that is designed to help students develop some level of proficient and are NOT simply for exposure. These students learn more than basic vocabulary.

Immersion programs

this program intertwine content learning from the regular curriculum and foreign language instruction. The material is taught in the target language.

Bilingual Education Programs

originally designed for students with limited English proficiency (LEP) but now have two way bilingual programs that allow native English speakers to join LEP. Content learning (subjects) are conducted in both languages. Teachers in this program are bilingual certified, NOT LOTE teachers.

Theories and Lesson Plans

teacher uses knowledge of the different second language acquisition theories to plan lessons.

Learner centered

students and learners are actively participating

Schema

when students have prior knowledge and home background