Cst Esol Prt 2

Views language first as social communication, which gradually promotes both language itself and cognition.

will likely find language learning more difficult and depend more o repetition

Ask questions, cooperating with others, empathizing with others.

A strategy used by 2nd language learners to compensate for lack of proficiency.

Preserving some features of the first language(or L1), or overgeneralizing target language rules in speaking or writing and creating innovations.

Krashen & Terrell

Students can improve L2 through meaningful interaction and meaningful context.

Students acquire a new vocabulary through experiences and associations with words because the words are used in meaningful ways and contexts.

1) Pre-production stage
2) Early production stage
3) The speech emergence stage
4) The intermediate fluency stage

TPR-Total Physical Response

based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language, and students respond with whole-body actions.

Langauge Experience Approach
Encourages spoken responses from LEP students after they are exposed to a variety of first-hand, sensory experiences.

A whole language approach that promotes reading and writing through the use of personal experiences and oral language.

Materials are learner-generated (based on learner-responses)

Content-based Instruction (sheltered instruction)

Integrates L2 acquisition and the basic content areas math, social studies, literature,

5-7 years

Chamot & O Malley

Cognitive academic language learning approach

helps intermediate and advanced students understand and retain content area material while they are improving their English language skills.

Primary strategy is LEA (language experience approach), develops all 4 language skills

Carrell & Eisterhold
Schemas must be activated through use of background knowledge

Schema theory says reading comprehension is an interactive process between the text and the reader's background knowledge. Reading comprehension uses one's knowledge of the world, which may be culturally based and culturally biased.

each group is assigned 1 reading or part of a reading which further requires them to work with other groups to combine their respective parts to make sense of the whole reading

acquiring a 2nd language for a specific reason, such as a job

acquiring a second language to fulfill a wish to communicate within a different culture

Anxiety that compels an individual to stay on task

not all anxiety is debilitative, some can be positive

process of becoming accustomed to the customs, language practices, and environment of a new culture.

affected by the learner's desire and ability to become a part of the dominant culture

The degree to which a learner acculturates to the target language group will control the degree to which he acquires the L2

the L1 and L2 groups view each with mutual respect, have optimistic attitudes, and are compatible

both groups wish for the primary group to assimilate into the culture

both groups agree to share social services and conveniences

The L1 group wants to remain in the area beyond a temporary status

- Group them according to types of language use
- translating from native language into English
- create original idioms
- using visuals

has little meaning but is important is social exchanges

- Unit exams
- final exams

(relate directly to a specific curriculum or course of study)

negative attitude of an examiner towards a certain language/culture

Relies on listeners' bank of prior knowledge or global expectations.

- Involves prediction based on background knowledge

listeners in comprehension

Trying to understand all of the facts and information

(for writing a summary/listening to a lecture)

Listening to overall content of a long-text

(watching a film or play)

Language for perception
to analyze selected aspects of both language structure and language use.

(comprehension is secondary and emphasis is on aural perception)

to get information and use it communicatively

focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome rather than on accuracy of language.

The Natural Approach (ESOL)

students acquire a new vocabulary through experiences and associations with words because the words are used in meaningful ways and contexts.

the greater the literacy development in L2

receptive skills which always exceed the productive skills of speaking and writing

students should be provided with steps of learning that allow for consolidation and success.

one where the class is organized to learn through their own active involvement in the lesson

develops basic communication skills with the way individuals naturally acquire language

providing an overview and identifying key concepts

A term used to describe what, how, and why people know what they know when they know it.

The six levels of Taxonomy are:
1) knowledge, 2) comprehension, 3) application, 4) analysis, 5) synthesis, 6) evaluation.

putting information together in a new way, developing a new way of solving problems

meta cognitive thinking

a technique to help students identify and retain significant information

When students repeat basic facts, spellings, and laws

cognitive (memory and reasoning), affective (emotions), and psychomotor (physical abilities)

derive concepts and definitions based on the information provided to them, (given to them) which can be fostered through personal-discovery activities

A student learns a second language after mastering the first