Esl Supplemental

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EL

Back 1

English Learner

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ELL

Back 2

English Language Learner

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LEP

Back 3

Limited English Proficient

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ESL

Back 4

English as a Second Language

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ESOL

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English Speakers of other Languages

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SI

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Sheltered Instruction

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SIOP

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Sheltered Instruction Observation Protocol

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Phoneme

Back 8

The smallest unit of sound in a language

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Phonology

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The study of the sound system of a language

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Morpheme

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The smallest unit of meaning in a language

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Syntax

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The order in which words occur in a sentence

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Semantics

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The meaning attached to a linguistic unit

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Pragmatics

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The proper use for a certain type of language for a given situation

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Lexicon

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The vocabulary of an individual or topic

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Discourse

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Interchange of language between speakers

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Jim Cummins

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Iceberg theory/CUP and SUP

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Stephen Krashen

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Acquisition-Learning Hypothesis

(Language input)

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Piaget

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Cognitivism/Contstructivist

(Cognitive Development)

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Lev Vygotsky

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Interactionist

(Social Interactions)

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Noam Chomsky

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Nativism

(Language)

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Skinner

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Behaviorism

(External Stimuli)

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The Iceberg Theory

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Cummins makes the distinction between 2 differing kinds of language proficiency - BICS and CALP.

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BICS

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BICS are Basic Interpersonal Communication Skills; these are "surface" skills of listening and speaking which is acquired quicker - between 1 and 3 years.

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CALP

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CALP is Cognitive Academic Language Proficiency. It takes between 5-7 years for a child to be working on a level with native speakers as far as academic language is concerned.

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The Aquisition-Learning Hypothesis

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There are 2 ways of developing language ability. Acquisition and Learning. Aquisition involves the subconscious acceptance of knowledge where information is stored in the brain through the use of communication. Process used for developing native language. Learning is the conscious acceptance of knowledge about a language (grammar/form).

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The Monitor Hypothesis

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Expands on Aquisition-Learning. The acquisition system initiates an utterance and the learning system 'monitors' the utterance to inspect and correct errors. Monitoring should be limited.

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The Natural Order Hypothesis

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Learners acquire parts of language in a predictable order. Certain grammatical structures are acquired later in the process. This hypothesis suggests that this natural order of aquisition occurs independently of deliberate teaching and therefore teachers cannot change the order of a grammatical teaching sequence.

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Input Hypothesis

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Language aquisition occurs when learners receive messages that they can understand, a concept also known as comprehensible input. This comprehensible input should be one step beyond the learner's current ability.

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The Affective Filter Hypothesis

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An obstacle that manifests itself during language acquisition. A screen that is influenced by emotional variables that can prevent learning. This hypothetical filter does not impact aquisition directly but prevents input from reaching the language aquisition part of the brain. The affective filter can be prompted by many different variables including anxiety, self-confidence, motivation and stress.

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The Reading Hypothesis

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States that the more we read in a SL the greater our vocabulary will be.

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ELPS

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English Language Proficiency Standards

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LPAC

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Language Proficiency Assessment Committee

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Dysnomia

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A learning disability that is categorized by a difficulty in remembering names or recalling words from memory needed for oral or written expressive language.

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Code-Switching

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The practice of alternating between two ot more languages or varieties of language in conversation.

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Biliteracy

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The ability to read and write proficiently in two languages.

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Great Strategies for ELLs

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Linguistic support

Content comprehensible

Activate and validate students' backgrounds

Involve context embedded learning of new concepts

Academic conversations

Allow meaning to be explored and negotiated

Can be done orally and with pictures

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PLDs

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The four proficiency levels are beginning, intermediate, advanced, and advanced high. There are separate PLDs for reading, writing, speaking and listening.

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PLD Listening Beginning

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Have little or no ability to understand spoken English in academic and social settings.

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PLD Listening Intermediate

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Have the ability to understand simple, high frequency spoken Emglish used in routine academic and social settings.

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PLD Listening Advanced

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Have the ability to understand, with second language aquisition support, grade-appropriate spoken English used in academic and social settings.

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PLD Listening Advanced High

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Have the ability to understand, with minimal support, grade-appropriate spoken English used in academic settings.

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PLD Speaking Beginning

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Have little or no ability to speak English in academic and social settings.

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PLD Speaking Intermediate

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Have the ability to speak in a simple manner using English commonly heard in routine academic and social settings.

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CUP

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In the course of learning one language a child acquires a set of skills and implicit metalinguistic knowledge that can be drawn upon when working in another language. This common underlying proficiency (CUP)