| A | B |
|---|
| Labov | Dialect Variation - social aspirations influence speech patterns (LMC hypercorrection) (All SEC used ++ during more conscious speech) |
| Fishman | nationalist language = symbolic. nationist language = carry out tasks. n |
| Hymes | Structural vs Functional (+) Speech |
| Basil Bernstein | Elaborated (explicit) vs Restricted (implicit, assumptions) Codes in Language |
| Lambert | Proponent of Transitional (90/10, 80/20..) Integrative motivation (fit in) better than instrumental (goal) |
| Ramirez | Late Exit (40% primarly language until 6th grade) |
| Gersten | proponent of early exit (2 years) |
| Rossel and Baker | "no evidence to suggest Bil Program beneficial to ESL students" |
| SEI | monolingual Faciliates rapid ELA |
| TBE | Academic L1 (More effective than Eng mainstream or SEI) |
| Direct Method | L2, rrammar not explicitly taught, L2 learned directly |
| Grammar Translation | gr. forms, memorizing, accuracy over fluency |
| Bilingual Syntax Measure II (BSMII) | Receptive, Survival, Inter, Prof (1, 2) -- tests oral skills in Span and Eng, maintain flow of every day language |
| Woodcock Munoz Language Survey (WMLS) | Eng Lang Prof - CALP |
| CALP | Cognitive Academic Language Proficiency (NCLB) |
| Basic Inventory of Natural Language (BINL) | Oral Grammar - Story telling based on picture |
| IDEA Prof Test (itegr dis ed awareness) | Places students into 6 levels - social language |
| MEPA | reading and writing skills assessment |
| MELA | oral skills assessment |
| LAS | Language Assessment Scale - recog, repro, vocab, comp, story telling *Social Language* *more specific* favored |
| Phonetics | the study of speech sounds |
| Phonemic Principle | reltsp between phonemes and letters |
| morphology | analysis of internal word structure |
| morpheme | smallest meningful unit of laguage rose/s |
| lexical morpheme | vocab (n, vb, adj) capable of being inflected (danced, dances) |
| cohesion | sense of unity connects current to prior(rep, refe, sub, del, conj, lexical) |
| ellipsis | deletion |
| semantics | literal meaning |
| pragmatics | meaning in a particular context |
| register | using lang functionally adapted to and reflects context of use (what is being conveyed and how) |
| minimal pair | words that differ in only a single sound in the same position (den, then) |
| phoneme | contrastive,unpredictable /d/ /th/ |
| allophone | predictable and noncontrastive --- depends on context- rule (lado... dama) |
| natural approach | authentic, meaningful contexts |
| Krashen natural approach | subconscious acquisition, conscious knowledge... |
| natural order | predictable universal language dvp (Krashen) |
| Communicative Language Teaching | interaction as the means to goal, role play, interviews, info gap |
| integrated language teaching | language not separate from curriculum |
| CALLA stands for... | Cognitive Academic Language Learning Approach |
| CALLA thoery | metacognitive, cognitive, social |
| CALLA application | culural, content and lang, social contexts, hands on, inquiry |
| sheltered content teaching | Adapt grade level content to the Eng Prof, ++lang dvpt and content area |
| Audio Lingual Method | behaviorism, *listening/speaking, drills, repitition |
| Notional Functional | Notions, context, funcion *real life contexts |
| Vygotsky | zpd/scaffolding, social development theory |
| Chomsky | LAD, stages of LD occur at same age despite environment |
| LAD | language acquisition device - innate universal grammar |
| Jean Piaget | development preceeds learning, specific stages of dvpt |
| Pinker | agree w/LAD, inante capacity for language, HUMANS only, communication between hunt/gath |
| Krashen | meaningful interaction, natural, function over form |
| Affective Filters | Krashen - low anxiety situations = :) |
| Krashen 2 | students produce when ready |
| Acquisition Learning Hypothesis | Krashen - LA is natural, subconscious, language learning is conscious |
| Natural Order Hypothesis | Krashen - predictable order to grammar |
| Monitor Hypothesis | Krashen - need to know rules, time, and focus |
| Input Hypothesis | Krashen - like vygotsky's zpd |
| Cummins | BICS/CALP |
| BICS | basic interpersonal communication skills, listening and speaking - quickly acquired (2 years) |
| CALP | Cognitive Academic Language Prof - academic demands (5-7 yaers) |
| Cummins implication | social fluency does not equal academic proficiency |
| metacognition | thinking about thinking |
| Lau vs Nichols | 1974 Supreme Court "Equality is not just providing the same resources" |
| Diane vs State Board | 1970 - eval must not be culturally biased |
| Lary P vs Riles | 1979 eval must not be culturally bias - validated for us with population |
| BVAT | Bilingual Verbal Abilities test |
| BVAT does.. | combines verbal cognitive results from L1 and L2 to show ss verbal abilities |
| Specially designed academic instruction in English (SDAIE) | delivering academic content tailored to "second language students", use SLA strategies |
| bernstein app in class: | working-class children certainly have difficulty in using the elaborated code in school |
