CSET English Language Development (205/206/207) flashcards

33 cards. Read the term and the definition here. The deck at the top of this page is optional.

Phoneme

The smallest unit of sound that distinguishes meaning in a language, such as /p/ versus /b/ in pat and bat. English has roughly 44 phonemes.

Morpheme

The smallest unit of meaning in a word. Free morphemes stand alone (dog, run); bound morphemes must attach to another morpheme (-s, -ed, un-).

Inflectional versus derivational affixes

Inflectional affixes mark grammatical features without changing word class (-s, -ed, -ing). Derivational affixes usually create a new word, often changing class (un-, -ness, -tion).

Syntax

The system of rules governing how words combine into phrases and sentences, including word order, agreement, and clause structure. English relies heavily on subject-verb-object order.

Semantics versus pragmatics

Semantics is literal meaning and sense relations such as synonymy and hyponymy. Pragmatics is intended meaning in context, including speech acts, implicature, and conversational maxims.

BICS and CALP

Cummins' distinction between basic interpersonal communication skills, which develop in about one to three years, and cognitive academic language proficiency, which typically takes five to seven years.

Comprehensible input (i+1)

Krashen's claim that language acquisition occurs when learners receive input slightly beyond their current level and can use context to understand it.

Affective filter

Krashen's hypothesis that anxiety, low motivation, or low self-confidence raises a filter that blocks learners from processing available comprehensible input.

Language transfer

The influence of a learner's first language on second-language production and comprehension. It can be positive where structures align or negative where they differ.

Critical period hypothesis

The claim that language acquisition is easiest before puberty, so later learners may attain less native-like pronunciation and grammar, though they often learn academic vocabulary faster.

Code-switching

The rule-governed alternation between two languages within a conversation or sentence. It is normal bilingual behavior, not evidence of confusion or language loss.

ELD proficiency levels

The continuum from emerging (single words, formulaic phrases, visual support) through expanding (connected sentences, growing vocabulary) to bridging (extended discourse and academic registers).

Language objective

A lesson objective naming the language students will use to demonstrate content learning, including the function, form, and fluency expected, such as explaining cause with because.

Sentence frames

Temporary scaffolds that supply partial sentence structure so students can produce academic language, such as 'The cause of ___ is ___ because ___.'

Tier 2 academic vocabulary

Cross-content words such as analyze, contrast, and evidence that appear across subjects and carry high utility for English learners' comprehension and production.

Formative assessment

Ongoing collection of evidence during instruction, such as observation checklists, oral interviews, and writing samples, used to adjust grouping, scaffolds, and pacing.

Reclassification criteria

The combination of measures used to exit a student from English learner services, typically proficiency test scores, teacher evaluation, content performance, and parent consultation.

Analytic rubric

A scoring tool that rates separate dimensions of performance, such as grammatical accuracy, vocabulary, discourse, and pronunciation, rather than giving one overall score.

Structured interaction

Planned peer talk with assigned roles and language prompts, such as think-pair-share or jigsaw, that increases student output and negotiation of meaning.

SDAIE

Sheltered instruction that teaches grade-level content in English with modified language demands, using visuals, demonstrations, and hands-on tasks while keeping content rigor intact.

SIOP components

Eight observable components of sheltered instruction: lesson preparation, building background, comprehensible input, strategies, interaction, practice and application, lesson delivery, and review and assessment.

Cummins' quadrant model

A framework crossing cognitive demand with contextual support. High-demand, high-context tasks are the target; high-demand, low-context tasks are riskiest for English learners.

Culturally responsive teaching

Instruction that uses students' cultural knowledge and experiences as resources, holds high expectations, and avoids deficit explanations for low achievement.

Lau v. Nichols

A 1974 U.S. Supreme Court decision holding that identical instruction in a language students do not understand denies them meaningful access to education.

Castañeda v. Pickett

A 1981 decision setting a three-part test for bilingual programs: a sound educational theory, adequate implementation, and evaluation showing the program works.

Dual immersion program

A program serving English learners and English speakers together, teaching content in both languages with the goal of bilingualism and biliteracy for all participants.

Equity versus equality

Equality gives all students the same input; equity allocates different supports, such as scaffolds and time, so all students can reach the same content standards.

Comprehensible input techniques

Sheltered teaching moves that make speech understandable: slower clear speech, short sentences, repetition with paraphrase, visuals, realia, demonstrations, and written backup.

Check for understanding

A technique requiring all students to respond, such as whiteboards, choral response, or cold call after think time, rather than asking whether anyone has questions.

Pre-production stage

The silent period of second-language development in which learners comprehend more than they produce and may respond with gestures or single words.

Speech emergence stage

A stage of second-language development in which learners produce short phrases and sentences, often with grammatical errors, and understand more complex input.

English phonotactics

The rules governing permissible sound sequences in English, including clusters such as str- and -sts, which speakers of other languages may simplify when learning English.

Subtractive versus additive bilingualism

Subtractive programs replace the first language with the second; additive programs maintain and build both languages, supporting transfer and academic achievement.