Download CTEL Module 1...CTEL Module 1... and more Exams Nursing in PDF only on Docsity!
CTEL Module 1
phonology - correct answer the study of the smallest segments of sound in a language phonemes - correct answer phonemes form patterns to make up word, phonemes are sounds: there can be more sounds than letters in an abc, its pron. depends on placement and other phonemes around it Phonemic sequence - correct answer permissible patterns for combing phonemes Pitch and stress - correct answer important aspects of phonolgy intonation - correct answer used to convey more meaning morphenes - correct answer word parts "not syllables", smallest units of meaning free morphemes - correct answer root words that can stand alone, cannot be divided bound morphemes - correct answer prefixes and suffixes, units that have meaning only when attached to another Inflectional morpheme - correct answer bound morphemes such as ed are both inflectional and bound derivational morpheme - correct answer affixes that create a new word by changing from noun to verb ex. argue-argument, happy- happiness, sad-sadness
allomorphs - correct answer are morphemes dependent on the adjacent phoneme: they are said to be phonologically conditioned compounding - correct answer putting words together to make another word affixation - correct answer something that is attached: these are bound morphs including derivational/inflectional morphs word analysis - correct answer eld teachers should teach the most common and useful derivational prefixes: anti, bi, inter, intra, pre, un, and the most common and useful derivational suffixes: able, er, ism, ist, less, ness and ity cognates - correct answer spanish and english words that share the same latin root contrastive analysis - correct answer identify the problems an eld learner can encounter for example the difference between l and r for japanese then teacher can develop meaniful classroom exercises syntax - correct answer the study of the structure of sentences a descriptive form of the rules of language grammer - correct answer looks at whether a particular sentence conforms to language standards symantics - correct answer is the study of meaning in a language determiners - correct answer are words that limit the noun or adjectives that follow (a, an, and the) demonstratives (this, that, those) possessives (my, your, his/her/its, our their
pragmatics checklists - correct answer conversational exchange, turn taking, repairs, cohesion (use of referents and demonstratives) communicative competence - correct answer is a persons ability to convey and interpret messages and to negotiate meanings with in a given context form, meaning, and use - correct answer 1. how is the word and sentence (accuracy) constructed 2) meaning-what does it mean? 3. use- pragmatics:when? why? is it used (Appropriateness) When teaching ELD learners know - correct answer 1. sounds that may not exist in their native language 2.letter patterns may differ from primary language 3. spanish speakers discover cognates 4. ryhming words , songs, chants 5.use activities that break words into sylablles, 6. make new words by sub. phonemes 7.id. middle and final phonemes 8. segment words into phonemes 9. use picture books and simple stories 10. play games that id words that do not belong in a rythming pattern 11. use TPR 12. sorting letters, morphemes, and phonemes 13. make words using morphemes 14. guided discussions of shared experiences 15. stage class performances 16. write in journals 17. record observations 18. retell stories 19. create word banks 20. teach word families 21. sort pictures by vowels and morphemes 22. make a word study journal 23. teach homophones 24. games to id. phonemes and morphemes semantics and pragmatics - correct answer 1. use 20 questions to teach syntactic 2. connect verbs with actions 3. build sentences to make meaning 4. use role plays and drama 5. use comic style story strips with empty speech bubbles non verbal communication - correct answer 1. gesture and body language 2. eye-contact 3. proximity 4. artifacts 5.touching kinesthetic dimensions (high five etc) 6. olfactory dimensions constructivists - correct answer believe learning is an active process, spiraling, the learner selects, interprets and transforms information: constructs hypotheses and makes decisions, relying on a cognitive structure to do so; mental models provide the means by which an individual interprets and organizes experiences in order to elaborate and extend current understanding and their overall framework of knowledge a holistic approach that uses scaffolding - cooperative learning
social interactionist - correct answer vygotsky language and thought develop alone to a certain extent and then cross each other as language becomes the vehicle for thought thereby more complex thought occurs with more complex language, not parallel learner but the lines cross again and again, intersecting lines (zone of proximal development) the area where the child can learn with assistance scaffolding higher cognitive process - correct answer develop out of social interaction according to Vygotsky aquisitionists - correct answer Krashen and Mania- moniter, aquire, natural order, input+1 and output and affective filter teachers should: provide many nonverbal clues and build from language that is already understood through graphic organizers hands on learning and cooperative or peer tutoring techniques, studdy buddies, project based learning, one to one teacher student interactions comprehensible input - correct answer learners acquire language by in taking and understanding language that is a little beyond their current level of competence social culturalists - correct answer the importance of including their home culture: story telling, show & tell, cultural misunderstandings academic discourse - correct answer the separate academic cultures have a language of their own, can marginalize teachers as well as students by not meeting the needs of the students instead writing should be taught across the curriculum ex. math journals-need a certain level of language, not good for eld cognitive processs and sla - correct answer watson, thordike, skinner: language learning is like any other learning habit formation not problem solving-an automatic response elicited by a given stimulus, developmental sequences-linear teaching, memorization token-# of times a word appear and type- the rule breakers
Input hypothesis - correct answer second language instruction is one step beyond the learners present level of comprehension-zone proximal development input+ affective filter - correct answer motivation, self- confidence, anxiety interlanguage - correct answer using a language system which is neither the l1 nor thel2, a third language with its own grammer its own lexicon and so on language transfer - correct answer for example cognates or grammer rules that transfer overgeneralization - correct answer using a rule to cover everything and consequentially making errors simplification - correct answer the learner uses speech that resembles that of a very young child transfer - correct answer negative transfer/positive transfer avoidance - correct answer where certian structures are very different so students avoid using them overuse - correct answer students use the forms they know rather than trying new ones common underlying proficiency - correct answer learners who have l1 cognitive proficiencies develop similiar cognitively demanding skills in the l2 faster than younger learners The dimensions of language proficiency - correct answer BICS and CALP cummins
cummins vertical continum - correct answer relates to the demands and how much help do you give them Cognitive Academic Language Learning Approach - correct answer CALLA-an instructional model that integrates academic language development, content area instruction, and explicit instruction in learning strategies for both content and language acquisition inlcudes the use of metacognition and social/affective strategies: interacting with others for learning or using affective control for learning, scaffold to calp, skip quad a&B, language accross the curriculum social-cultural models - correct answer Trueba- Community of Practice Model-language and culture are intimately related to the process of early socialization, Wong-fillmore: second language acquisition is driven by interrelated social and linguistic/cognitive processes: both parties must be willing to communicate and play the role or part, frequent communication leads to relationship which leads to motivations to persevere in spite of language differences achievement gap - correct answer difference between where the student is and the standards accountability - correct answer where is the blame place? Summative and formative assessments hold educators accountable alignment - correct answer instruction has to be consistent with the standards assessment - correct answer formative and summative tests at risk students - correct answer students who have difficulty meeting standards authentic assessment - correct answer measures performance on "real life" tasks and situations, formative assessment
reliability - correct answer test is consistent and dependable validity - correct answer accuracy of the test traditional assessment - correct answer refers to the types of assessments generally found in classrooms: multiple choice, true-false, or matching objective exams or fill-in-the-blank, short-answer, or essay exams equity - correct answer technology-standardized tests, technical/validity equity questions-is the test valid for the school population/what is the role of language in the criteria, general equity considerations-are ells given adequate preparation to know the content being assessed/has the test content been scrutinized for evidence of cultural, gender or other bias? culture - correct answer the way of life of a social group: the total human-made environment. It is dynamic, complex not culture - correct answer mere artifacts, materials objects, and other tangible aspects of human societies
