MTLE Spanish (164/165) key terms

Two or more consonants pronounced together within a syllable, such as /pl/ in 'plaza' or /tr/ in 'otro'. Spanish learners often insert an epenthetic vowel into English-style clusters, producing forms like 'e스' for 'school'.

The stressed syllable of a word, carrying greatest prominence in pronunciation. Its position determines whether a word is aguda, llana, or esdrújula and whether a written accent mark is required.

The written accent mark used in Spanish orthography, as on 'canción' or 'lápiz'. It marks stress position or distinguishes meanings between otherwise identical words, such as 'sí' versus 'si'.

An accent mark that distinguishes two words spelled alike but functioning differently, such as 'el' (article) versus 'él' (pronoun) or 'mas' (but) versus 'más' (more). It carries meaning rather than stress information alone.

A word stressed on its third-to-last syllable, such as 'música' or 'teléfono'. Every esdrújula carries a written accent mark, making this pattern one of the most reliable spelling rules in Spanish.

A word consisting of a single syllable, such as 'sol' or 'pan'. Spanish monosyllables generally take no written accent, except those needing a diacritic to mark a distinct grammatical function.

The linking of a final vowel in one word with an initial vowel in the next so they count as a single syllable in speech and verse, as in 'mi amigo' pronounced as three syllables rather than four.

The rising and falling pitch pattern of an utterance. Spanish uses intonation to distinguish statements from questions and to signal emphasis, and learners must control it because word order often stays unchanged.

The ability to speak with smooth, natural pacing at an appropriate rate, with limited hesitation that does not impede comprehension. It is judged separately from accuracy in speaking assessments.

A roundabout way of expressing something when the precise word is unavailable, such as describing 'the thing you open doors with' for a key. Strategic use supports fluency and communication in speaking tasks.

The level of formality in language chosen for a situation, ranging from informal 'tú' among peers to formal 'usted' in professional contexts. Selecting appropriate register is a key measure of sociolinguistic competence.

The choice between informal 'tú' and formal 'usted' for addressing someone. Spanish-speaking regions differ in how quickly intimacy permits 'tú', so the choice reflects cultural norms as much as grammar.

The use of 'vos' with its own verb forms, as in 'vos tenés', instead of or alongside 'tú'. It is standard in parts of Argentina, Uruguay, and Central America and is not an error to be corrected.

Regional differences in pronunciation, vocabulary, and grammar among Spanish varieties, such as 'carro', 'coche', and 'auto' for a car. Teachers should treat these as legitimate variation rather than deficiencies.

The ability to use language appropriately for the social situation, adjusting formality, politeness strategies, and cultural references. It goes beyond grammatical accuracy to include knowing what is fitting to say and when.

The ability to use language to accomplish purposes in context, including making requests, apologizing, and managing conversation. It covers speech acts and the conventions that govern them in a culture.

An utterance that performs an action, such as promising, requesting, or apologizing. The same intention may be realized very differently across cultures, which matters when teaching pragmatic norms.

The influence of a learner's first language on the second, which may help or hinder. Spanish speakers learning English may transfer adjective order or omit subjects; English speakers may overuse subject pronouns in Spanish.

The evolving rule system a learner builds between the first language and the target language. It is systematic and changes over time, so errors often reveal developing rules rather than carelessness.

A method of comparing two languages to predict where learners will struggle. Differences such as Spanish adjective-noun order versus English noun-adjective order anticipate likely errors and inform lesson planning.

The systematic study of learner errors to identify their sources, distinguishing interference from overgeneralization and developmental patterns. It treats errors as evidence of learning rather than as failures to punish.

The persistence of an incorrect form after a learner has received instruction and correction, such as a fixed wrong past-tense ending. It can require targeted, sustained intervention to overcome.

Language that learners can understand with some effort, pitched slightly beyond their current level. It is the primary driver of acquisition in comprehension-based approaches, especially when paired with meaningful context.

An instructional approach in which language is taught through meaningful interaction rather than isolated grammar drills. Lessons center on real communicative tasks, with grammar taught as a means to that end.

An activity in which learners use the target language to accomplish a real purpose, such as planning a trip or resolving a problem. Success is measured by completing the task, not by flawless forms.

Temporary instructional support that helps learners perform beyond their independent ability, gradually withdrawn as competence grows. Examples include sentence frames, modeling, and guided questioning during a lesson.

The gap between what a learner can do alone and what they can do with skilled assistance. Instruction targeted at this zone, rather than at what is already mastered, produces the most growth.

Teaching language through subject matter such as science or social studies rather than through language topics alone. Content provides authentic context and vocabulary, while language objectives are planned alongside content objectives.

Two types of language proficiency: basic interpersonal communication skills, used in everyday conversation, and cognitive academic language proficiency, needed for abstract academic work. Students often appear fluent in BICS long before CALP develops.

Assessment using realistic tasks that mirror real-world language use, such as writing a letter or conducting an interview. It emphasizes performance over recognition and often includes rubrics describing proficiency levels.

A scoring guide listing criteria and descriptions of performance levels, used to evaluate open-ended work consistently. A clear rubric names what distinguishes a strong response from a weak one on each criterion.

Assessment conducted during learning to inform instruction and give feedback, such as exit tickets or quick oral checks. Its purpose is improvement, not the final grade.

Assessment administered at the end of a unit or course to measure overall achievement against standards. It typically produces a grade and is not designed to alter instruction in progress.

The degree to which an assessment measures what it claims to measure. A listening test requiring heavy reading, for instance, lacks validity as a measure of listening comprehension alone.

The consistency of an assessment across raters, occasions, and items. A speaking rubric with vague criteria produces low reliability because different scorers reach different conclusions about the same performance.

A standardized description of what a learner can do in a language, such as the ACTFL proficiency levels or the CEFR A1 to C2 scale. Levels describe functional ability rather than completion of coursework.

A loan translation in which a phrase is rendered word for word from another language, as in 'make sense' becoming 'hacer sentido' instead of 'tener sentido'. Calques are a common interference error in writing.

A word that resembles one in another language but differs in meaning, such as Spanish 'embarazada' (pregnant), not 'embarrassed'. These traps affect both reading comprehension and written production.

Words and phrases that link ideas and signal relationships in writing and speech, such as 'sin embargo', 'por lo tanto', and 'además'. Their correct use distinguishes coherent academic prose from a list of sentences.

Two qualities of well-formed text: coherence is logical organization of ideas, while cohesion is the linking of sentences through connectors, pronouns, and reference. Both are scored in writing assessments.