AEPA ESL (NES ESOL 507) cheat sheet

Language components: phonology (sound system), morphology (word formation), syntax (sentence structure), semantics (meaning), and pragmatics (contextual use).

Phoneme = smallest meaning-distinguishing sound unit; morpheme = smallest meaningful unit; English has roughly 44 phonemes and both inflectional and derivational morphemes.

Krashen's monitor model includes the acquisition-learning distinction, natural order, monitor, input (i + 1), and affective filter hypotheses.

BICS = conversational fluency, typically developing in 1–3 years; CALP = academic language proficiency, typically developing in 5–7 years (Cummins).

Second-language stages: preproduction, early production, speech emergence, intermediate fluency, and advanced fluency; expectations move from nonverbal responses to extended discourse.

Transfer: L1 can facilitate L2 when structures or lexicon align (positive transfer) or produce interference when they differ (negative transfer); cognates support vocabulary.

Error analysis distinguishes systematic interlanguage errors from performance mistakes; fossilization is a stabilized nonnative form despite continued exposure and instruction.

Critical period hypothesis: biological maturation reduces the ease of language acquisition after puberty; it is debated and does not mean adults cannot learn a language.

Pragmatics includes speech acts, register, politeness, and implicature; semantic knowledge includes denotation, connotation, synonymy, antonymy, and hyponymy.

Sheltered instruction decision rule: keep grade-level content objectives, add language objectives, and make input comprehensible through visuals, modeling, gestures, and accessible text.

SIOP's eight components: lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment.

WIDA English language proficiency levels 1–6: Entering, Emerging, Developing, Expanding, Bridging, and Reaching; ACCESS measures listening, speaking, reading, and writing.

Formative assessment is ongoing and feedback-oriented and adjusts instruction; summative assessment is an end-of-period judgment against standards and is often graded.

Norm-referenced tests compare a student to peers; criterion-referenced tests compare performance to a standard or rubric; proficiency tests measure language level, while achievement tests measure content learning.

Assessment accommodation rule: change access without changing the construct; for example, extended time or read-aloud may suit a content test but not a reading-decoding test.

Proficiency-based expectations: preproduction-point, select, yes/no; early production-one-word or short answers; speech emergence-phrases and short sentences; intermediate-paragraph frames; advanced-extended academic discourse.

Five reading pillars: phonemic awareness, phonics, fluency, vocabulary, and comprehension; for ELLs, pair them with oral language development and background knowledge.

Scaffolding fades across model → guided practice → independent application; supports include sentence frames, word banks, graphic organizers, cooperative grouping, and explicit strategy instruction.

Culture is learned, shared, dynamic, and symbolic; it includes values, norms, communication styles, and worldview, not only visible customs.

Berry's acculturation strategies: integration (both cultures), assimilation (dominant culture), separation (original culture only), and marginalization (neither culture).

Culturally responsive teaching uses students' cultural referents and funds of knowledge; equity differs from equality by allocating support according to need.

Legal landmark: Lau v. Nichols (1974) requires meaningful language support; Castañeda v. Pickard (1981) sets a three-prong test-sound pedagogy, implementation, and evaluation.

Plyler v. Doe (1982) guarantees public school access regardless of immigration status; Title VI prohibits national-origin discrimination.

Arizona context: Proposition 203 (2000) established structured English immersion; SEI emphasizes English-only instruction with sheltered content and English language development.

A deficit perspective blames learners or families for differences; an asset perspective treats language, culture, and experience as resources for learning.

Family engagement decision rule: use qualified interpreters, translated materials, and culturally appropriate communication; avoid using children as interpreters for sensitive information.

Assessment fairness: identify cultural or linguistic bias, use multiple measures, and avoid overidentifying ELLs for special education based on language difference alone.