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| a theory that in order to learn one must be aware of his or her thoughts or feelings regarding the world around us. Lessons are designed to allow students to see things from others' perspectives. This enhances multicultural learning environment. |
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| This is the belief that your culture/ideas/life/etc are better than any other. judge yourself to be superior |
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| When someone judges a current culture by the standards of his/her original culture. seeing the home of another culture and judging them as poor or dirty or cluttered esp if that home is one in which relatives live and share with each other/family time is judged more important than an immaculate house |
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| Specially Designed Academic Instruction in English |
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Cognitive Academic Language Proficiency
(academic language) |
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| Basic Interpersonal Communication Skills (social language)SDAIE |
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| English Learner Advisory Committee |
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| honeymoon, culture shock, adaptation, acceptance |
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| preconceived, oversimplified generalization abt thnic religious group, race, gender |
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| excessive pride in my own heritage/culture |
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| actions that limit opportunities/social class/gender/language |
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| people who are poorer viewed negatively (trailer trash) |
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| first generation vs 2nd or later |
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| refugee/immigrant/undocumented |
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| Don't feel like they fit into mainstream culture and don't identify with home country 50% graduate from HS; low pay jobs; public assistance; gangs |
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| adapt to second culture without giving up first culture. this should be the primary goal of education. |
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| absorbed into dominant culture and lose their own culture in the process (melting pot) |
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| two-way process mainstream and minority culture both change and adapt |
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| happens within ONE PERSON when they can manage equally well between both cultures. Switch back and forth easily. |
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| cultural term for pragmatics |
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| sociolinguistic factors = ____ in language ed terminology |
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| social-interactionist theories |
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| meaningful opportunitiesto negotiate meaning with others and to construct comprehensible output in the target language |
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| intermediate level learns communicative competence by |
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| promoting develoment of social language learning strategies |
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| meaningful but cognitively demanding |
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| raise the self-esteem of english learners and fcilitate their acquisition f English |
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| opposite of incidental learning |
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| examples of contrasting cultural values |
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| interdependent family/independent individual; cooperation vs competition; male dominant vs. female roles; formality vs informality; indirectness vs directness; fate vs mastery of own future |
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| process by which one cultural group takes on and incorporates one or more cultural patterns |
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| No culture's values, ethics, or morals as a whole may be judged as inherently superior or inferior to another's |
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| A process in which an individual or group ompletely takes on the traits of another culture, leaving hehind the original cultural identity and being completely absorbed into the new cultural tradition |
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| members of such a society recognize the contributions of each group of the common civilization and encourage the maintenance and development of different life styles, languages and convictions. |
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| a structural process designed to foster understanding, acceptance, and constructive relations among people of many different cultures |
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| the result of an impact, or encounter that an individual or a group may experience when confronted with the ideas of a totally different culture. |
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| the notion that all cultures embrace the ideal of respect |
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| the more similar one culture is to another, the easier it is to adapt to that second culture |
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| belief in the inherent superiority of one's own culture |
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cognitively demanding?
cognitively undemanding?
context embedded?
context reduced? |
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| the sum total of ways of living, including values, beliefs, esthetic standings, linguistic expressions, patterns of thinking, behavioral norms, and styles of communicaton, which a group of people has developed to assure its survival in a particular physical and human environment |
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| differences among individuals from the same general cultural background |
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| refers to the origin, classification, characteristics of a people |
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| differences among individuals from different cultural backgrounds |
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acquisition vs learning?
monitor - natural order
input = i+1
low affective filter reduces level of anxiety |
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| same as Pragmatics in cultural setting |
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oral turn-taking
timing of response
volume of voice
comfort with silence |
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Dialect
Historical Variation
Social Language
Academic Language
Evolves over time |
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common underlying proficiency
L2 & L1 shared foundation |
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| factors which contribute to immigration. Leaving harsh environment? Seeking better educational options? |
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Abril=April
Febrero=February |
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| the cognitive tasks that drive us to connect thought and language. From simple to complex, orally and in writing. Used to inform text structure and engage in social and academic conversation. |
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| develops a district master plan for educational programs/services for ELs |
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| An LEA with 51 or more ELS must have one of these |
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| advises the school site council on the development of the Single School Plan for Student Achievement |
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| sends notice of and holds regular meetings to formulate and respond to parents' recommendations |
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| informs parents jow they can be involved in the education of their children |
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| a school site with 21 or more ELs must have this |
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Term
Language
Socio-economic status
Culture
Experience
Education |
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| Background factors which affect academic performance, Language Acquisition, and School Adjustment |
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Definition
"meaningful"
"audience and purpose"
"promote development"
"scaffolding" |
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"affective filter"
"adapt"
"heterogenerous group"
"views"
"approaches to learning"
"culturally inclusive"
"comfortable" |
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| an approach which goes very deep...makes sure the students really get it. |
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| modifying instruction using graphic organizers, templates or anything that makes it easier for students to absorb language |
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| dividing the task into smaller, manageable subcomponents and sensitively withdrawing assistance when it is no longer required |
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| when a student is able to totally understand the material in a meaningful and emotional way and is able to relay that knowledge in a meaningful way |
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the student's "i"
their "zone"
where they are linguistically |
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