NYSTCE ESOL (116) cheat sheet

Krashen's five hypotheses: acquisition-learning, monitor, natural order, input (i+1), and affective filter; comprehensible input drives acquisition, not conscious rule study.

Cummins' BICS (conversational fluency) typically develops in 1-3 years; CALP (academic language proficiency) takes 5-7 years and is the target of content-area ESOL instruction.

Stages of second-language acquisition: pre-production (silent period), early production, speech emergence, intermediate fluency, advanced fluency; expectations for output rise with each stage.

Language transfer: L1 knowledge can facilitate or interfere (positive vs. negative transfer); contrastive analysis predicts interference, error analysis treats learner errors as rule-governed interlanguage.

Fossilization is the persistence of non-target forms in a learner's interlanguage; comprehensible output (Swain) and corrective feedback push learners toward accuracy.

Basic interpersonal communication skills are context-embedded and cognitively undemanding; academic language is context-reduced and cognitively demanding (Cummins' quadrant model).

The critical period hypothesis holds that native-like phonology and grammar are most attainable before puberty; older learners often progress faster initially in morphosyntax.

Affective variables (anxiety, motivation, self-confidence) affect the filter; low filter admits more input.

WIDA/ELP standards describe language functions across content areas; language proficiency levels drive scaffolding, not reduced content expectations.

Phonology: English has 12 pure vowels plus diphthongs; /θ/ /ð/ /r/ /l/ /v/ and consonant clusters are frequent L1-transfer trouble spots (e.g., Japanese /r/-/l/, Spanish /b/-/v/).

Morphology: English inflectional morphemes (-s plural, -ed past, -ing progressive, -er/-est comparative) are acquired in predictable order; derivational affixes are later.

Syntax: English is SVO; question formation involves inversion and do-support; relative clauses, passives, and articles (a/an/the/zero) are high-difficulty structures for many L2 learners.

Semantics and pragmatics: idioms, collocations, and register (formal vs. informal) are not predictable from word meaning; pragmatics covers speech acts, politeness, and conversational implicature.

Contrastive analysis: systematic comparison of L1 and L2 to predict difficulty; error analysis classifies errors as interlingual (transfer) or intralingual (overgeneralization, simplification).

Communicative competence (Canale & Swain): grammatical, sociolinguistic, discourse, and strategic competence; assessment should sample all four.

Lexical approach: high-frequency words and chunks carry most communicative load; vocabulary size correlates with reading comprehension.

Discourse: cohesion (pronouns, conjunctions) and coherence (logical order) are distinct; academic texts rely on nominalization and complex noun phrases.

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

Sheltered instruction: grade-level content taught with language objectives and scaffolds (visuals, graphic organizers, sentence frames, modeled language).

Scaffolding is temporary and contingent; it is faded as the learner gains independence. Examples: word banks, think-alouds, cooperative grouping, native-language support.

Language objectives name a function (compare, explain, summarize), a structure (past tense, comparatives), and a target vocabulary set; they must be observable.

Total Physical Response (Asher) pairs commands with movement and suits pre-production learners; the Natural Approach (Krashen & Terrell) emphasizes input before output.

CALLA (Chamot & O'Malley) embeds learning strategies (metacognitive, cognitive, social-affective) in content lessons.

Assessment: distinguish formative vs. summative, and language proficiency tests (WIDA ACCESS, NYSESLAT) from content tests; test accommodations include extended time, bilingual glossaries, and simplified language.

Differentiation for ELLs: tiered tasks, flexible grouping, multimodal input, and culturally responsive texts; avoid watering down content standards.

New York State requires identification of potential ELLs via the Home Language Questionnaire and, when indicated, an English language proficiency screening; eligible students are placed in bilingual or ESL programs.

Program models in NY: Transitional Bilingual Education, Dual Language, and English as a New Language (ENL) in stand-alone or integrated co-teaching settings.

NYSESLAT measures English proficiency in listening, speaking, reading, and writing; results set a student's English language proficiency level and determine program services.

ELLs are entitled to equal access to grade-level content and to appropriate test accommodations (e.g., extended time, separate location, translated directions) under federal law (Lau v. Nichols, Castañeda).

Parental notification, right to refuse services, and annual program review are required procedural safeguards; services cannot be denied for lack of parental consent alone in the same way as special education.

Distinguish language difference from disability: gather data across settings and languages, rule out interrupted formal education (SIFE), and avoid over-referral to special education.

Culturally responsive pedagogy: use students' funds of knowledge, validate home languages, and examine bias in materials and assessment.

Collaboration: ENL teachers co-plan and co-teach with content teachers; shared language and content objectives anchor integrated instruction.