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| The adoption of the behavior patterns of the surrounding culture. |
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| A condition in which minority groups participate fully in the dominant society, yet maintain their cultural differences. |
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| The identity of a group or culture, or of an individual as far as one is influenced by one's belonging to a group or culture. |
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| People of different backgrounds come to see themselves as part of a larger national family. |
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| Sheltered English Instruction (SEI) |
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| Sheltered English instruction is an instructional approach that engages ELLs above the beginner level in developing grade-level content-area knowledge, academic skills, and increased English proficiency. In sheltered English classes, teachers use clear, direct, simple English and a wide range of scaffolding strategies to communicate meaningful input in the content area to students. Learning activities that connect new content to students' prior knowledge, that require collaboration among students, and that spiral through curriculum material, offer ELLs the grade-level content instruction of their English-speaking peers, while adapting lesson delivery to suit their English proficiency level. |
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Repeating an incorrect sentence with some sort of correction.
Example:
Child: Me want candy.
Adult: I want candy. |
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Said students were being racially discriminated in school.
Outcome: Equal Educational Opportunities Act --
The bilingual education program must be “based on sound educational theory.”
The program must be “implemented effectively with resources for personnel, instructional materials, and space.”
After a trial period, the program must be proven effective in overcoming language barriers/handicaps. |
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| Transitional Bilingual Education |
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| Theory that students most easily acquire fluency in a second language by first acquiring fluency in their first language. |
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| can function independently as words (e.g. town, dog) and can appear with other lexemes (e.g. town hall, doghouse). |
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| appear only as parts of words, always in conjunction with a root and sometimes with other bound morphemes. For example, un- appears only accompanied by other morphemes to form a word. Most bound morphemes in English are affixes, particularly prefixes and suffixes, examples of suffixes are: tion, ation, ible, ing etc. |
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Direct Object is the WHAT
Indirect Object is FOR/TO WHOM (her/his/their) |
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Beginning
Advanced Beginning
Intermediate
Advanced
Transitional |
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| Sheltered Instruction, also referred to as SDAIE in California, is a teaching style founded on the concept of providing meaningful instruction in the content areas (social studies, math, science) for transitioning Limited English Proficient (LEP) students towards higher academic achievement while they reach English fluency. This method type is often used in mainstream secondary classrooms where the students have a foundation of English education. A variety of instruction is used including the theories of Vygotsky’s proximal development. Instead of providing watered down curriculum for LEP student, sheltered instruction allows for the content to be equal to that of native English speakers while improving their grasp of the language. The teacher provides varied methods of instruction that allow students to create meaning of multifaceted content in classroom discussion, activities, reading and writing. Teachers call on a number of different instruction methods such as the use of socialization practices to allow the content to be more accessible. The differences between ESL instruction and the use of sheltered instruction or SDAIE is that sheltered instruction does not focus entirely on language development; instead, through various other topics in the curriculum, English proficiency is achieved. Originally the intent of sheltered instruction was for students with a relatively strong grasp of the English language but lacking in writing and reading abilities. Since then the need for proficient teachers capable of sheltered instruction has increased. The ESL certified teachers and programs have decreased due to new legislation, but the number of LEP students is rising causing teachers to build upon their abilities to take on the linguistically diverse classroom. |
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| Acceptable parts of speech in a sentence |
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| Subject-verb-direct/indirect object |
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| Why is academic language inherently more difficult to acquire than social language skills? |
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| AL tends to be context-reduced and more abstract and grammatically complex than social language. |
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| Admission, review, and dismissal (meeting) |
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| Bilingual Syntax Measure - tool designed to assess bilingual dominance |
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| Stages of 2nd Language Acquisition |
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I. Silent/Receptive (preproduction)-500 words; no speaking (may repeat) lasts about 6 months
II.Early Production-6mths;receptive/active vocab of 1k words
III.Speech Emergence-3k words; short phrases/questions
Intermediate Fluency-6k active words; can express opinions and ask clarifying questions
Advanced Fluency-4-10 years to get here |
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| Noun phrase which defines or clarifies the subject, but is not interchangeable with it. Multiple words create a predicate nominative (That tiny red car is a SMART CAR). |
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| adjective that comes after a linking verb (such as "to be") and modifies/describes the subject. |
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| established that school districts must provide ELL's instruction that they have the skills to understand. |
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| Threshold Hypothesis (Cummins & Swain) |
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| high proficiency in L1 is a core contributor to the learner's acquisition of L2. |
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| Reading Proficiency Tests in English (RPTE) |
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| used for LEP students 3-12 grades |
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| Swain's Theory or Comprehensible Output |
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Definition
resulted in developed strategies that are designed to create opportunities for face-to-face communication that req's authentic negotiation to arrive at shared meanings.
Project-based learning, diad/triad study group for selected materials. |
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