Multicultural Exam 3 Flashcards Preview

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Flashcards in Multicultural Exam 3 Deck (22)
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1
Q

Separate underlying proficiency

A

Teaching L1 and L2 separately

2
Q

Common Underlying Proficiency

A

L1 input mixed with L2 input

3
Q

First Floor Threshold 1

A

Limited Bilingualism. Low competence in L1 and L2. Negative cognitive-linguistic effects

4
Q

Second Floor Threshold 2

A

Non-balanced bilingualism. Appropriate development and competence in one language, but not both. Neither negative nor positive cognitive-linguistic effects

5
Q

Top Floor Threshold 3

A

Balanced Bilingual Proficiency. Additive bilingualism. Positive cognitive-linguistic effects

6
Q

Conversational informal language fluency (CFLF)

A
Oral language
Facilitates social interactions
Context-embedded
Shared reality between speakers
Para-linguistic cues
Learned naturally
Used casually
7
Q

Formal Academic Language Fluency (FALF)

A

Oral and written
gained through schooling
Taught in academic settings
Context reduced
listener knowledge
Not supported by facial expressions, and intonation
used in reading, writing formal oral communication

8
Q

L2 Stage 1 Preproduction

A
10 hours-6 months english exposure
300 english words
Primary listening-yes-no english
Silent period
Response to commands
Points and gives other nonverbal response
9
Q

L2 Stage 2 Production

A
6 mos- 1 year english exposure
1000  words
Primary listening, formuliac language
1-2 word responses
Uses present tense verbs
Followed basic rules
10
Q

L2 Stage 3 Emergence

A
1-3 years english exposure
7000 english words
Speaks in short phrases and sentences, describes
Good comprehension
Some grammatical errors
Basic communication skills
11
Q

L2 Stage 4 Intermediate Fluency

A
3-4 English exposure
12000 English words
 engages regularly in dialogue, explains, summarizes, gives opinions debates
Excellent comprehension
Stable, CILF, FALF develops steadily
Few grammatical errors
12
Q

Typical Language Learning Ability 1

A

Adequate background

May need: bilingual education, sheltered english, instruction in english as a L2

13
Q

Typical Language Learning Ability 2

A

Limitations of linguistic exposure and enviornment experience
May need: bilingual education, sheltered english, instruction in english as a L2, Additional enrichment experience

14
Q

Language Impairment 3

A

Adequate background
May need: bilingual special education, english special education with as much primary language input and teaching as possible

15
Q

Language impairment 4

A

Limitation of linguistic experience and enviornment exposure
May need: bilingual special education, english special education with primary language support, additional enrichment experience

16
Q

Silent period

A

Student focus on comprehension and do little speaking

Younger the ch the longer the silent period

17
Q

Interlanguage

A

System that has structurally intermediate status between L1 and L2
errors are inconsistent

18
Q

Codeswitching

A

Alternating between 2 languages within a single phrase, sentence or discourse
Normal

19
Q

Avoidance

A

Students will avoid communicating in L2 for fear of being laughed at or made fun of
self-conscious

20
Q

Integrative variable

A

want to be part of mainstream culture

21
Q

Instrumental variable

A

do not want to be part of mainstream culture. just want to learn english for a specific purpose bu not integrate it

22
Q

Simultaneous Acquisition

A

child is exposed to 2 languages from infancy in natural situations