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WORDDEFINITIONSfortopic3assignment.docx
Week3instructionandRubric.docx
Language_Foundationsweek3assignment.docx

WORDDEFINITIONSfortopic3assignment.docx

WORD DEFINITIONS for topic 3 assignment

Phonetics: The relationship between the letters of written language (graphemes) and the sounds of spoken language (phonemes).

PhonologyThe sounds of a language. It comprises a more advanced language structure, such as two and three-letter blends and long and short vowel sounds.

Morphology addresses a word's meaningful parts, such as prefixes and suffixes.

A lexicon can be described as one's own internal dictionary.

Lexicon is the personal vocabulary one has attained over time.

Semantics refers to the meaning of words in terms of how they are used in a sentence, interpreted, and comprehended.

SyntaxRefers to the correct ordering of words and phrases needed to create a well-written sentence.

Pragmatics relates to how words are used in context and their inferred and/or implied meanings.

BICS (Basic Interpersonal Communication Skills): These are skills needed for daily social interactions, and they involve conversational vocabulary and language.

BICS are quickly developed through mimicking others, face-to-face communication, observing conversations, watching television, and speaking with those proficient in English. Jim Cummins included BICS in his language theories.

CALP (Cognitive Academic Language Proficiency)Ability to use language, including vocabulary, in academic settings to comprehend content area material and educational discussions.

CALP addresses higher-order thinking skills, can take 5-7 years to develop fully, and must be taught to students via direct, explicit, and systematic instruction. Jim Cummins included CALP in his language theories. Language form involves the vocabulary, grammatical structure, and discourse typically related to the content area. Two examples of language forms are nouns/pronouns and verb forms.

Language function addresses the purpose of communication through language use in academic and social contexts. Two examples of language function are "retelling" and "comparing/contrasting."

Week3instructionandRubric.docx

Teachers of English learners must have fundamental knowledge about language acquisition, linguistics, and instructional strategies to understand student needs, deliver instruction appropriately, and foster a supportive learning environment. This understanding allows teachers to make informed decisions that cultivate both social and academic language growth in their English learners. The foundations of language are critically important because they establish strong literacy skills that lead to academic and real-world success.

Complete the "ESL-540 Language Foundations" template to explore language acquisition theories, Arizona's English language proficiency (ELP) standards, terms and definitions related to the foundations of language, and instructional strategies appropriate for supporting elements of language.

Note: This assignment may produce a high similarity index in LopesWrite.

Support your template with a minimum of two scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Rubric Criteria

expand all Rubric CriteriaExpand All

Part 1: ELPS and Language Acquisition Theories Certificate of Completion

22 points

Criteria Description

5. Target

22 points

Certificate of completion included.

4. Acceptable

19.14 points

3. Approaching

16.28 points

2. Insufficient

15.18 points

1. Unsatisfactory

0 points

Fails to include a certificate of completion.

Part 2: Terms and Definitions Reflection

11 points

Criteria Description

5. Target

11 points

Reflection describes researched terms, initial questions, and insights gained with thoughtfulness and specificity.

4. Acceptable

9.57 points

Reflection describes researched terms, initial questions, and insights gained with clarity and detail.

3. Approaching

8.14 points

Reflection describes researched terms, but initial questions or insights gained are lacking detail or depth.

2. Insufficient

7.59 points

Reflection describes researched terms, but initial questions or insights gained are convoluted.

1. Unsatisfactory

0 points

Reflection fails to describe researched terms, initial questions, or insights gained.

Part 3: Instructional Strategies

22 points

Criteria Description

5. Target

22 points

EL instructional strategies for teaching elements of language within verbal and written expression are ideally selected and expertly described.

4. Acceptable

19.14 points

EL instructional strategies for teaching elements of language within verbal and written expression are properly selected and succinctly described.

3. Approaching

16.28 points

EL instructional strategies for teaching elements of language within verbal and written expression are minimally provided and shallowly described.

2. Insufficient

15.18 points

EL instructional strategies for teaching elements of language within verbal and written expression are provided with flaws or inadequately described.

1. Unsatisfactory

0 points

EL instructional strategies for teaching elements of language within verbal and written expression are incompletely provided or incorrectly described.

Part 4: Scenario 1: Syntax

11 points

Criteria Description

5. Target

11 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is innovative. Rationale for the strategy selection is convincing.

4. Acceptable

9.57 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is effective. Rationale for the strategy selection is logical.

3. Approaching

8.14 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is plausible. Rationale for the strategy selection is unfocused.

2. Insufficient

7.59 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is ineffective. Rationale for the strategy selection is unconvincing.

1. Unsatisfactory

0 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is irrelevant. Rationale for the strategy selection is not included or incoherent.

Part 4: Scenario 2: Morphology

11 points

Criteria Description

5. Target

11 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is innovative. Rationale for the strategy selection is convincing.

4. Acceptable

9.57 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is effective. Rationale for the strategy selection is logical.

3. Approaching

8.14 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is plausible. Rationale for the strategy selection is unfocused.

2. Insufficient

7.59 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is ineffective. Rationale for the strategy selection is unconvincing.

1. Unsatisfactory

0 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is irrelevant. Rationale for the strategy selection is not included or incoherent.

Part 4: Scenario 3: Semantics

11 points

Criteria Description

5. Target

11 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is innovative. Rationale for the strategy selection is convincing.

4. Acceptable

9.57 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is effective. Rationale for the strategy selection is logical.

3. Approaching

8.14 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is plausible. Rationale for the strategy selection is unfocused.

2. Insufficient

7.59 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is ineffective. Rationale for the strategy selection is unconvincing.

1. Unsatisfactory

0 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is irrelevant. Rationale for the strategy selection is not included or incoherent.

Part 4: Scenario 4: Lexicon

11 points

Criteria Description

5. Target

11 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is innovative. Rationale for the strategy selection is convincing.

4. Acceptable

9.57 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is effective. Rationale for the strategy selection is logical.

3. Approaching

8.14 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is unfocused. Rationale for the strategy selection is elementary.

2. Insufficient

7.59 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is ineffective. Rationale for the strategy selection is unconvincing.

1. Unsatisfactory

0 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is irrelevant. Rationale for the strategy selection is not included or incoherent.

Supporting Research and Documentation of Sources

5.5 points

Mechanics of Writing