BEEP 4306 - Midterm Exam Review Sheet
docx
keyboard_arrow_up
School
University of Texas, Arlington *
*We aren’t endorsed by this school
Course
4306
Subject
English
Date
Apr 3, 2024
Type
docx
Pages
8
Uploaded by cillycat20014
BEEP 4306 - Review for Midterm Exam
Peregoy & Boyle
- Chapter 1 – English Learners in the 21
st
Century Classroom
Ovando & Combs
– Chapter 1 - Students
1.
Review all vocabulary for each chapter (see notes)
2.
What are the five major recommendations from the U.S. Department of Education that addressed “effective literacy and English language instruction for ELLs in the elementary
grades?” formative assessments, vocabulary instruction, academic English, small group interventions, and peer-assisted learning.
3.
What are the four quality indicators to look for in programs serving English learners? Comprehensive English language instruction, academic content-area instruction, opportunities for primary language development, and professional development opportunities.
4.
What are some of the policy trends affecting the English of ELLs? No Child Left Behind,
assessments, academic standards, etc.
5.
What are the six questions that the authors recommend evaluating the potential benefits of using technology to support your classroom instruction?
a.
Does the technology supported instruction (TSI) provide cognitive challenge and opportunities for deep processing of meaning?
b.
Does the TSI relate instruction to prior knowledge and experience derived from students’ homes and communities?
c.
Does the TSI promote active, self-regulated, collaborative inquiry?
d.
Does the TS promote extensive reading and writing across the curriculum?
e.
Does the TSI help students develop strategies for effective reading, writing, and learning?
f.
Does the TSI promote affective involvement and identity investment on the part of the students?
6.
Terminology
a.
Mainstream: the practice of placing students who have a disability in a general education classroom during specific time periods based on their skills and needs.
b.
Structured English Immersion: a language acquisition program designed for ELs where all instruction is provided in English and material designed for students learning English.
c.
Sheltered Instruction: makes content more comprehensible by using visual aids, models, demonstrations, graphic organizers, etc.
d.
Newcomer Program: designed for recent immigrant students at the secondary school level are have little to no English language proficiency
e.
Early exit transitional Bilingual: transfers a student to English only instruction between two and five years after the student is enrolled into school; it serves students who have English proficiency that is limited. f.
Late exit transitional bilingual: transfers a student to English only instruction when they have been enrolled in school for 6-7 years.
g.
Maintenance bilingual program: created to maintain and improve a student’s native language academic proficiency while they learn a second language; the goal is for students to learn more about and improve academically in both languages.
h.
Dual language Program: goal is for students to be proficient and bilingual in both languages and being able to communicate socially and academically. Lessow-Hurley – Chapter 10 – Aspects of Culture
1.
Review all vocabulary for chapter 10 (see notes)
2.
What is the connection between Bilingual Education and Multicultural Education?
The connection between bilingual education and multicultural education is that they were
both developed separately, with separate journals, professional associations, and
constituencies. They both utilize student knowledge of the world as a starting point and
resource for learning, as well as provides an environment where all students can benefit
from.
3.
Language is tied with culture and cultural factors, how do these influence students’ educational outcomes?
Culture and culture factors influence students’ educational outcomes by it being difficult
to be perceived, language barriers, and even beliefs and opinions on things.
Lessow-Hurley – Chapter 11 – Culture, Schooling, and Achievement
1.
Review all vocabulary for chapter 11 (see notes)
2.
Explain why the cultural mismatch does not answer the question about differential achievement? Cultural mismatch does not answer the question about differential achievement because the view is oversimplified and causes superiority of a dominant group.
3.
Explain the cultural deficit theory? The cultural deficit theory suggests that ethnic minorities fail in school because their cultures are inadequate in some way. These aspects
that make them inadequate also makes it difficult for them to meet the standards of the culture that is more dominant.
4.
Explain how teachers can support the academic achievement of students of color and students from marginalized groups. Teachers can support the academic achievement of students of color and students from marginalized groups by getting to know them more and engage in active care. Also, holding high expectations for their students and providing support so the students can meet their expectations will also help.
Ovando & Combs
– Chapter 5 - Culture
1.
Review all vocabulary for chapter 5 (see notes)
2.
How would you define culture? Do you agree with the idea that culture is learned? Explain. I would define culture as the beliefs, patterns, and values of a group. Yes, I do agree with the idea that culture is learned. We are all brought up in different ways and are
raised to believe things differently based on our culture. Our beliefs and opinions are affected by the culture we grow up in.
3.
Explain the differences between the anthropological and popular views of culture presented in Ovando & Combs Chapter 5. The differences between the anthropological and popular views are that anthropological views can be inclined to make statements about the lower capacity that one group has compared to another. Popular views are views that have more of an interaction with that idea that one’s background influences their approach to certain things.
4.
Explain Cultural transmission that is related to individuals growing up in a multicultural society. What are the challenges when considering the adaptation process of immigrant families? Cultural transmission that is related to individuals growing up in a multicultural
society is the process that is passed from individual to individual based on social learning
and interactions. There are many challenges that are dealt with based on the adaption
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
process of immigrant families. Examples include not being able to change their beliefs and opinions taught or developed from their culture to fit society, and struggling with
language barriers.
Ovando & Combs – Chapter 10 – School and Community
1.
Review all vocabulary for chapter 10 (see notes)
2.
Explain the term “
funds of knowledge
” and tell how to incorporate a funds of knowledge
perspective into the curriculum. The term “funds of knowledge” refers to the historically accumulated and culturally developed bodies of knowledge and skills that are essential for household or individual functioning and well-being. It creates a richer and more highly scaffolded learning experience for all students.
3.
What are the questions educators need to ask and answer before implementing an effective home-school-community partnership? Questions that educators need to ask and answer before implementing an effective home-school-community partnership include differences in family structure, expectations of the school, parent’s attitudes, and language or communication at home.
4.
What is Diglossia
? A diglossia refers to a relatively stable arrangement of two different languages existing together in the same society. It is often a grammatically more complex
variety that serves as the vehicle of a respected body of written literature. It is used to describe a situation in which two different languages, or language varieties, are used within the same community. However, even though they are in the same community, they
are within separate circumstances of contexts.
5.
What is “
cultural capital
”? Cultural capital is the accumulation of knowledge, behaviors, and skills that someone can use to demonstrate one’s culture competence and their social status in society.
6.
Provide information for the following court cases:
a.
Lau v. Nichols (1974) – A significant decision made by the Supreme Court for the
education system in America. In this court case, the Supreme Court ruled that
students that require additional English instruction to succeed, both in school and
in life, have the right to the resources and services that will help them.
b.
Plyler v. Doe (1982) – The Supreme Court held that states could not charge
tuition to students who are undocumented or prevent them from enrolling in
public schools.
c.
Castañeda v. Pickard, (1981) - This court case was initiated by Roy Castaneda
who claimed that his daughters’ rights had been violated and ended up suing the
school district for racial discrimination against Mexican-Americans.
Ovando & Combs
– Chapter 2 – Policy and Programs
1.
Review all vocabulary for chapter 2 (see notes)
2.
Define the Bilingual Education Act
of 1968 The Bilingual Education Act was a legislation where the first attempt of the federal government to address the education needs of students who were apart of the language minority was constituted.
3.
What is discretionary funding? The amount of money that is available for one to spend on
things that are not considered a necessity, but can be useful.
4.
Define the Improving America’s Schools Act
of 1994
The Improving America’s Schools Act was passed so that every child had the
opportunity to learn with higher standards. It also required that each child must be
provided with equal opportunities to learn content that is more challenging and
requires higher-level skills.
5.
What was the impact of No Child Left Behind Act
(NCLB) (2001)
There was a lot that the No Child Left Behind Act of 2001 impacted. The test
scores of math increased, as well as of other subjects. Students of color were upon
the highest recorded scores in each subject. It also increased the time that the
students learned, which impacted their knowledge.
6.
What are the pros and cons of NCLB?
The pros of the NCLB act are that it creates a state-wide uniformed and consistent
language proficiency testing system for all English language learners. It also put
English language learners at the center of accountability issues both in the school
districts and at the state level. The cons of the NCLB act are that it made the
instruction in the classroom narrow and put more emphasis on reading and math;
this in turn decreased the time spent teaching science, social studies, music, and
art in the classroom. It also made a lot of the class time be used for test taking
strategies and test preparation, instead of spending time on critical thinking skills.
7.
Define Every Student Succeeds Act
(ESSA)
The Every Student Succeeds Act required that every state must measure the
students’ performance in reading, math, and science. Its goal was to help provide
equal opportunities for students who are disadvantaged, including those with
special education needs.
8.
Provide information about the U.S. Office of Civil Rights
The United States Office of Civil Rights has the responsibility of enforcing Civil
Rights laws. These laws apply to those who receive financial assistance from the
federal government. The certain laws that the Office of Civil Rights enforces
prohibits any kind of discrimination.
Ovando & Combs
– Chapter 4 – Language
1.
Review all vocabulary for chapter 4 (see notes)
2.
Define Academic language
. Academic language is the complex network of language
cognitive skills and knowledge that is required across all content areas. This type of
language represents a dimension of language proficiency that exists into increasingly
cognitively demanding uses of language.
3.
List some of the new approaches for teaching ELLs, include constructivist, sociocultural
and whole language
philosophy.
Constructivism is a developmental perspective on learning that views the human brain as having certain fundamental structures of understanding that enabling it will draw meaning from experiences. Sociocultural theory is a theoretical approach to the study of language and cognitive development that was originally inspired by Lev Vygotsky. Whole language philosophy is what is based on the premise of how learning to read the English language will come naturally, especially to those who are young.
4.
Describe the Prism Model:
Language Acquisition for School (Thomas & Collier, 1997).
Include the dimensions of:
a. Linguistic- Linguistic dimension is one of the four dimensions that work to
emphasize a student’s language proficiency in both their primary and
secondary language.
b. Academic- Academic dimension is one of the four dimensions that involves
the apparent aspects of the curriculum and instruction that students receive
from pre-kindergarten classes to high school classes, and so on.
c. Cognitive- Cognitive dimension is one of the four dimensions that involves
the multiple levels in which teachers can capitalize on what the student know,
what and how the students think about their learning processes, and ways they
can apply their learning.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
d. Sociocultural- Sociocultural dimension is one of the four dimensions that
encompasses the complex social and cultural factors, as well as variable that
are critical to the transitional adjustments and the academic success of English
language learners.
5.
List examples of the sociocultural processes in second-language acquisition. Why do these factors strongly influence students’ response to the new language?
The sociocultural processes in second-language acquisition include individual student variables, the school’s instructional environment and how it can create social and psychological distance between groups, how prejudice and discrimination expressed towards groups or individuals in personal and professional contexts can influence a student’s achievement in schools, and how societal patterns are at work.
6.
Describe Cummins’s quadrant model for cognitive academic language proficiency (CALP) that involves the following. Define.
a. Cognitive demanding- This is the level of cognitive engagement that is required to
deal with significant amount of complex information that ELLs are asked to
process and assimilate.
b. Context reduced- This is the presence of few paralinguistic cues to facilitate
meaning construction.
c. Cognitive undemanding- This is the level of cognitive engagement that is required
to deal with small amounts of relatively simple information that ELLs are asked
to process and assimilate.
d. Context embedded- This is the presence of readily available paralingual cues to
facilitate meaning construction.
Ovando & Combs
– Chapter 3 - Teaching
1.
Review all vocabulary for chapter 3 (see notes)
2.
Explain how the classroom environment and affective factors can effect students’ L2 language acquisition. The classroom environment and affective factors can effect students’ L2 language acquisition by having a classroom where the students are motivated to work harder, which allows them to have more progress and success as well as be more confident and motivated.
3.
Explain Cummins’s threshold hypothesis. Cummins’ threshold hypothesis is an argument
that causes learners, who have little to no academic proficiency and literacy development in their native language, to be more able to learn from the curriculum provided by the schools. They can also develop academic proficiency and literacy in their second language.
4.
Explain Cummins’s common underlying proficiency and separate underlying proficiency model. Cummins’ common underlying proficiency model is used to describe potential mechanisms where cross-language transfer could occur. Cummins’ separate underlying proficiency model is where a child’s primary language is viewed separate from the secondary language. This means that the skills in their primary language will not be transferred over to their secondary language.