Negative cultural diversity-this happens when individuals and group regard one another suspiciously, which creates not healthy social dynamic with those that are dominant and subordinate culture competing for economic, social and political power.

 

Stereotype-when false and exaggerated characteristics of a group are attributed to the individual

 

Sociotyping-involves an accurate generalization about cultureal groups as a whole.

 

Assimilation-where cultures merge traits together to become the same or almost identical.

 

Acculturation-it's a process where one group adopts cultural traits of another group.  Learning to be accepting and learning about other cultures.

 

Deep & surface culture-this is the underlying value and belief system of a society and may not be recognized until values are seriously challenged.

 

Ethnocentrism-people accepting their culture as the best and only way of doing things; it's an attitude that people believe to be normal and understandable.

 

High-involvement- this group of people have conversational patterns talk and interrupt more, expect and are not bothered by people who interrupt them while speaking, and speak louder and quicker than those individuals from conversationally high-considerateness cultures.  Russian, Italian, Greek, Spanish, South American, Arab and African are examples of high-involvement group.

 

High-considerateness- this conversational patterns are found in the Chinese, Korean, Japanese, and even American cultures.  Individuals from these cultures do not interrupt while others are speaking, listen politely to the speaker, nod, show interst, and make positive sounds that indicate they are paying attention to the speaker.

 

Low-context cultures-individuals need to be very specific, explain what is expected, and almost go overboard in training because the culture is fast changing.  The low-context is unstalbe and is progessively changing over time. The communication relfects thinking patterns.  Sample of this group is Anglo.  Their traits: speech, verbal, logical, mathematical, linear, sequential ordering, monochronic, emotionally controlled, detached, uninvolved, task, work oriented, worldly, active, dominant, analytic, precise, detailed, specific, reading, writing, naming, perception of significant order, and recognition of complex motor sequence.

 

High-context cultures-people do not have to speak very much because they know what others mena, think and expect.  The high-context culture might maintain its hold on its high-context position too long. The communication reflects thinking patterns.  Puerto Rican and Hispanic Caribbean are in this groups and have traits like:  nonverbal, spatial, musical, artistic, symbolic, simultaneous, polychronic, emotionally involved, empathetic, family oriented, spiritual, intuitive, imprecise, holistic, gestalt, creative, facial recognition, perception of abstract figures, and recognition of complex figures.

 

Field-dependent-this type of individuals are sensitive to their surroundings and they choose careers like teaching or social work.  This type of learners enjoy having group projects, cooperative learning activities, culturally and ethnically relevant topics and close interaction with the teacher.

 

Field-independent learners-this type of individuals would choose to work in impersonal, abstract, or analytical professions like sciences or mathematics.  Field-independent instruction includes charts, diagrams, individual work, minimal teacher interaction and analytical endeavors.

 

 

Process Writing-this approach is very effective for teaching writing to all learners because it breaks down the process into small, manageable components.  These stages allow developig writers to focus on detail aspects of composing.  Bit by bit and then it becomes easier for writers to write while they are learning a new language. 

 

Observations-there's comprehension, fluency, vocbulary, pronounciation and grammar that can be used for a student.

 

Language functions-there are two functions of language: transactional and interactional.  The main goal os transactional function of oral language is transfering of information and is is oriented.  The main goal of the interactional spoken language is to keep social relationships and the listener is oriented.

 

Anecdotal observations-this oral assessment where it's on the spot assessment of students' oral language performing during classroom activity.

 

SOLOM-(Student Oral Language Observation Matris)-this is an oral language assessment which incluces comprehension, fluency, vocabulary, grammar, and pronunciation. 

 

Strategies & skills-identify vocabulary words, preteach, and connect new words.

 

Six traits-1. Students need to hear pronunciation and practice saying the word.

2. Students should start learning vocabulary by learning semantically unrelated words.

3. Students should be encouraged to study words regularly.

4. Students should study five to seven words at a time.

5. Teachers need to use activities to help student to retain mental processing.

6. Teachers can add information to students about sentences.

 

March/April Vocabulary Words

 

 

experiential- has been defined as the process whereby action is linked to knowledge creation. Experiential learning include activity, reflexion and application.  Knowledge is developed through a process where learners can experience from their experiences.

 

content-based-it is when the teachers use instructional materials, learning tasks and classroom techniques from academic content for developing language. This is where language is developed when subjects like math, science, social studies take place. 

 

sheltered English or SDAIE- Everything is taught in English like math, science, social studies and history.

 

LEA-Language Experience Approach-this where the students develop their own reading materials where the teacher gives reading skills. 

 

MI-multiple intelligences and there are eight of them: linguistic, logical-mathemtical, visual/spatial, kinesthetic, musical, interpersonal, intrapersonal and naturalist. This is the capacity to solve problems or to fashion products that are values in one or more cultural settings.

 

1.  Facilitate learning through joint, productive activity among teachers and students.

2.  Develop students' competence in the language and literacy of instruction throughout all instructional activities.

3.  Contextualize teaching and curriculum in the experiences and skills of home and community.

4.  Challenge students toward cognitive complexity.

5.  Engage students through dialogue, especially in instructional conversation.

 

 

 

Behaviorist-The basic elements in this theory are stimulues, response, and reinforcement.  Also learned through the processes of imitation and association. Children learned interaction from their caretakers.

 

Innatist Theory-children create sentences by using rules rather than repeating what they heard.  This is the ability to acquire language.

 

Interactionist-this theory holds the view that language is directly related to cognitive development.  Children will hear certain words over and over again before they actually speak them.

 

Second language acquisition-for this to happen a student must be immersed in meaningful and comprehensible contexts.  Second language can take place if it is used in meaningful interactions.  Also he has five hypotheses: acquisition versus learning, monitor, natural order, comprehension and affective filter.

 

Krashen model-five hypotheses: acquisition versus learning, monitor, natural order, comprehension and affective filter.

 

ESOL methods-(English to speakers of other languagaes)-this is involves grammar-translation method, the direct method, the audio-lingual method, suggestopedia, the silent way, total physical response, the natural approach and the communicative approach. This is for people in learning how to speak English.

 

Communicative language teaching principles-1. activities that involve communication promote the acquisition of language. 2. activities that engage students in the completion of real-world tasks promote language acquisition and 3. the meaningfulness principle takes place when learners are engaged in activities that promote authentic and meaningful use of language.