WGU ELO1 (Subject-Specific Pedagogy) Correctly Solved 100%

WGU ELO1 (Subject-Specific Pedagogy) Correctly Solved 100% Two Way Immersion/Dual Language *** A Native English speaking group and a non-English group, are both taught academic content in both languages for an extended period of time. Helps develop academic proficiency in both languages Transitional Bilingual Education *** ELLs receive academic instruction for their first language for part of the day. For the remainder of the day, they receive ESL taught traditionally, with the focus on language plus some mainstream classes. As English proficiency increases ,instruction through the first language decreases. Lasts 2-4 years. ESL Pull-out *** Students attend mainstream classes for much of the day and also meet seperately for about 3-10 hours a week in small gourps with an ESL instructor who focuses on language development. Content-Based ESL *** ELLs receive ESL instruction, taught by and ESL licensed teacher, in preparation for grade-level content instruction in English. The emphasis is still on language development, but augmented with academic subject matter vocabulary and beginning concepts. Sheltered English Instruction *** ELLs are taught academic content in English by a content licensed teacher. However, the English language used for instruction is adapted to the proficiency level of the students. While the instruction focuses on content, sheltered English instruction also promotes English language development. Structured English Immersion *** ELLs are taught subject matter in English by a content licensed teacher who is also licensed in ESL or bilingual education. The teacher is proficient in the first language of the student. Students may use their native language for clarification, but the teacher uses only English. NO ESL instruction is provided in this model. Civil Rights Act *** No person based on national origin is denied the benefit of federal funded programs Elementary and Secondary Education Act *** -Various grants targeting specific populations called "titles". -Title 3 is for language instruction for LEP and immigrant students. Equal Education Opportunities Act *** prohibits denying of equal educational opportunities based on race, color, sex, or national origin. Lau V. Nichols *** ~Equal treatment doesn't mean providing students with same facilities, textbooks, teachers and curriculums ~Equal learning opportunities means different enhanced/modified approaches, materials, learning environment to meet learners needs ~Teach in English but 1st language is allowed Castaneda V. Pickard *** ~Texas school wasn't providing "Adequate instruction", meaning ESL services based on research, evidence theory and pedagogy, services implemented by trained teachers and appropriate resources, and regular monitoring of program effectiveness with action to modify programs if found ineffective Office of Civil Rights *** ~issued specific guidelines and mandates: 1 Qualified ESL teachers and evaluations of them 2 Criteria to exit students from ESL services 3 ESL students who qualify for sped 4ESL students who qualify for gt and other specialized programs. Plyler v. Doe *** Supreme court ruled that regardless of documentation and citizen status, all children deserve free public education NCLB *** ~Schools must provide plan and documents of researched based ESL services ~For ELL's 1 Requires annual assessment of EL's language proficiency 2 schools are expected to meet annual measurable achievement objectives as determinded by the state. Individuals with Disabilities Education Act: IDEA *** ~EL's need to be assessed for abilities in the language they are most comfortable with ~Translators must be provided to inform parents and for the EL's to go through testing ~Multiple assessments must be included home language survey (HLS) *** A survey required by the Office of Civil Rights upon a student's admission to a public school to determine the predominant language spoken in the student's home. Horne v Flores *** The Supreme Court declared that federal equal-education laws are concerned with student outcomes, not financial inputs. Though the EEOA requires states to take "appropriate action"26 to help ELs from falling behind their non-EL peers, the Court found that individual states must determine how that obligation will be met, both financially and programmatically. FERPA (Family Education Rights and Privacy Act) *** Schools are prohibited from providing any outside agency—including the Immigration and Naturalization Service—with any information from a student's school file that would expose their 6 Chapter 1: Legal Guidelines | August 2016 undocumented status without first obtaining permission from the student's parents. The only exception is if a court order (subpoena) is served; however, parents may challenge such an order.13 Proficiency Testing *** designed to measure people's ability Achievement Testing *** directly related to language courses in order to establish how successful students or courses are in achieving objectives Diagnostic Testing *** used to identify learners' strengths and weakesses Placement Testing *** intended to provide information that will help to place a student at the stage or place in a program most appropriate to the student's abilities Discrete point testing *** refers to testing one element at a time, item by item Integrative testing *** combines many language elements in the completion of a task Norm-referenced testing *** a test which relates one candidate's performance to that of other candidates. We are not told directly what the student can do in the language. Criterion-referenced testing *** testing which classifies people according to whether or not they are able to perform some task or set of tasks satisfactorily Portfolio assessment *** a selective collection of student work, teacher observations, and self-assessment that is used to show progress over time with regard to specific criteria Authentic assessment *** procedures for evaluating student achievement or performance using activities that represent lassroom goals, curricula, and instruction or real-life performance Formative assessment *** ongoing diagnostic assessment providing information to guide instruction Performance assessment *** assessment tasks that require students to construct a response, create a product, or demonstrate applications of knowledge Summative assessment *** culminating assessment for a unit grade level, or course of study providing a status report on mastery or degree of proficiency according to identified learning outcomes Scaffolding *** providing contextual supports for meaning during instruction or assessment, such as viual displays, classified lists, or tables or graphs. Self-assessment *** allows students to construct their own knowledge by enabling them to see possibilities for reflection, redirection and confirmation of their own learning. A key to successful portfolio assessment. Unidirectional *** sound from the TV in the background, a lecture in a college classroom, sitting in the audience of a Broadway musical Auto-directional *** re-creating language internally to listen to it again Bidirectional *** Four friends conversing over dinner, a mother and child speaking to each other Grammar Translation/Classical Method *** Learn grammar rules and then translate sentences Direct Method/Berlitz Method *** Listen, repeat, speak. Use of the L1 is not allowed Audio-lingual method *** Memorize patterns. Based on behaviorist theory. Silent way *** Teacher is mostly silent as students experiment with language Desuggestopedia *** Students play with language. Goal is to overcome psychological barriers to learning. Community Language Learning *** Students decide what to learn Natural Approach *** Focus on communication; students do not produce speech until they have developed receptive language skills Total Physical Response *** Physical component; no explicit grammar instruction Communicative language teaching *** Students use language in multiple contexts. The goal is communication. Content-based instruction *** Content is the vehicle for language instruction Learning strategy training *** Focus is on the learner Transactional listening *** One-way. Transfer of information Interactive listening *** Two-way. Everyday listening, maintaining social relations Bottom-up listening *** Focusing on the pieces of what you hear Top-down listening *** Use background and schema to infer what you hear Novice listening goals *** Discriminate sounds and syllables, get the gist Intermediate listening goals *** Recognize words in speech stream, identify speaker/topic, find main idea and details Advanced listening goals *** Identify important information, organizational cues Bottom-up reading *** Phonics; reading is a series of steps Top-down reading *** Whole language; reading is based on what's already in your head Linguistic bias *** Doesn't test knowledge, students can't understand because they don't know the culture or language Bilingual program *** Instruction in both languages