ELL Quiz 2: Academic Language

Questions and Answers

What is academic language?

Word knowledge that allows students to engage with and discuss texts valued in school.

Which of the following are dimensions of academic language? (Select all that apply)

Grammar rules

Sentences (correct)

Words/expressions (correct)

Discourse/genres (correct)

What is meant by discourse/genres in academic language?

Linguistic complexity, register, organization, and cohesion of oral interaction or writing expressed in varied genres.

What do sentences in academic language refer to?

The grammatical structures that shape meaning in context, such as simple, compound, and complex sentences. Signup and view all the answers

What are words/expressions in the context of academic language?

Words or word parts that assist students in learning vocabulary related to specific content. Signup and view all the answers

What are the parts of a Model Performance Indicator (MPI)?

Language function, content stem, and support. Signup and view all the answers

What is an example of a model performance indicator?

Beginning-level indicators might include listening, pointing, and matching. Signup and view all the answers

What is the difference between a content objective and a language objective?

A content objective tells what students will know, while a language objective describes how they will demonstrate mastery. Signup and view all the answers

What does ESL stand for?

English as a Second Language. Signup and view all the answers

What role does interaction play in second language acquisition according to the interaction hypothesis?

Interaction is essential for second language acquisition to occur. Signup and view all the answers

What is the monitor hypothesis?

Language use is dependent on acquired linguistic competence, and conscious learning acts as a monitor. Signup and view all the answers

What is the input processing model?

Learners must process communicative input and understand messages to acquire language. Signup and view all the answers

How does Vygotsky's zone of proximal development promote language acquisition?

It emphasizes learning as a social activity, where knowledge is constructed through interaction and support. Signup and view all the answers

What are Krashen's five hypotheses?

Acquisition-Learning Hypothesis, Natural Order Hypothesis, Monitor Hypothesis, Input (Comprehension) Hypothesis, and Affective Filter Hypothesis. Signup and view all the answers

What is the Affective Filter Hypothesis?

Affective variables may block comprehensible input, impacting language acquisition. Signup and view all the answers

What does CBI stand for?

Content-Based Instruction. Signup and view all the answers

What is meant by the comprehensible output hypothesis?

Speaking pushes learners to confront their language abilities and improve their communication skills. Signup and view all the answers

What does noticing hypothesis state?

Nothing is learned unless students notice it in the input. Signup and view all the answers

Study Notes

Academic Language

Academic language enables engagement, production, and discussion of school-valued texts.
Essential for acquiring new knowledge, describing abstract ideas, and developing conceptual understandings.

Three Dimensions of Academic Language

Discourse/Genres: Involves linguistic complexity, register, organization, and cohesion in oral or written communication.
Sentences: Focus on grammatical structures shaping meaning.
Words/Expressions: Includes vocabulary development through morphology, tenses, colloquial expressions, and nominalizations.

Model Performance Indicators (MPIs)

Components include language function (action), content stem (context), and support (visual/graphic aids).
Example: Define (FUNCTION), what a verb is (CONTENT STEM), using a chart (SUPPORT).

Differentiating Objectives

Content Objective: Specifies knowledge and skills students will acquire.
Language Objective: Outlines how students will demonstrate mastery through reading, speaking, writing, or listening.

English as a Second Language Instruction

Focuses on teaching English to non-proficient learners emphasizing listening, speaking, reading, writing, vocabulary, and communicative competence.
Guided by state English language development/proficiency standards.

Sheltered Instruction

Aims to make content-area instruction comprehensible for ELLs while promoting English language development.
Covers various subjects like language arts, math, and sciences, adhering to state or consortia content area standards.

Krashen's Five Hypotheses

Acquisition-Learning Hypothesis: Distinguishes between subconscious acquisition and conscious learning.
Natural Order Hypothesis: Language is acquired in a predictable order, immune to deliberate teaching.
Monitor Hypothesis: Language use based on acquired competence with conscious learning acting only as a monitor.
Input (Comprehension) Hypothesis: Language acquisition occurs via comprehensible input (i+1).
Affective Filter Hypothesis: Affective factors like anxiety or low self-esteem can hinder comprehension.

Vygotsky's Zone of Proximal Development

Emphasizes cooperation and interaction in learning a second language.
ZPD: A metaphorical space where learners reach higher knowledge levels with support from knowledgeable peers.
Scaffolding provides necessary assistance within the ZPD to enhance language acquisition.

Content-Based Instruction (CBI)

Utilizes English for instruction, integrating language with content focus and emphasizing language development.

Interaction and Cognitive Theories

Interaction Hypothesis: Interaction is crucial for second language acquisition (SLA).
Comprehensible Output Hypothesis: Speaking encourages learners to confront language limits and improve expression tools.
Noticing Hypothesis: Learning occurs when students notice input features.
Processability Theory: Acquisition sequence is based on processing difficulty.
Input Processing Model: Effective acquisition requires exposure to and processing of communicative input.

Key Concept Summary

i + 1: Represents a learner's current proficiency level and the necessary input slightly above that level for progression.
Active interaction is fundamental in acquiring a second language, with a significant emphasis on contextual understanding and communication.

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Description

This quiz focuses on understanding academic language and its significance for English learners. Participants will explore the definitions, uses, and importance of academic language in an educational context. Test your knowledge and comprehension of these essential concepts.