January-February
Negative Cultural Diversity:
This happens when individuals or groups see each other
in a negative way. This causes problems as separate groups find themselves competing against eachother instead of helping
eachother.
Stereotype:
This happens when untrue or exaggerated attributes
about a group of people are assumed about an individual.
Sociotyping
This is actualy an accurate generalization about cultural
groups.
Assimilation:
This is when specific traites of cultures merge to
become the same or very similar.
Acculturation:
This happens when traits from on culture is adopted from
another group. It is helpful in accepting various cultures.
Deep & surface culture:
This term refers to the innermost values of a belief
system that can be hidden until challenged. Surface culture is just the opposite.
Ethnocentrism:
This refers to the idea that people belief one's own
culture is the best and only culture of substance.
High-involvement:
This refers to groups whose customs are that it is
absolutely normal to interrupt others and talk more. It is not considered rude. Some examples are Italian and
Greek.
High-considerateness:
This term is exactly how it sounds. People from
these cultures listen politely and do not interrupt. They give hints to let the speaker know they are listening.
Some examples are Japanese and some American cultures.
Low-context cultures:
Refers to very specific communication. This
culture is constantly changing. The commuication reflects thinking patterns.
High-context cultures:
Communicatin here also reflects thining patterns.
People can use less words and be less specific. People of this culture seem to already know what the speaker means without
precise wording.
Field-dependent:
People who are field dependent are very sensitive
to their surroundings. They enjoy group projects rather than individual projects.
Field-independent learners:
Field independent learners are okay with independent
or impersonal work. Less interaction is completely comfortable for these learners.
February-March
Process Writing:
This is a very effective way of teaching writing.
It breaks down the writing process to very small components.
Observations:
This is a very great way to assess the various aspects
of where or not the learner is comprehending, and on what lever he/she is comprehending.
Language functions:
2 kinds (transactional and interactional). Transactional
function of oral language deals with transfering of information and is is oriented. interactional spoken
language is to keep social relationships.
Anecdotal observations:
Oral assessment which is assessment on the spot
of students' oral language performing during classroom activity.
SOLOM:
Student Oral Language Observation Matris is an oral
language assessment which incluces comprehension, fluency, vocabulary, grammar, and pronunciation.
Strategies & skills-
Six traits-
1. Hearing pronunciation and practice.
2.
3. Encourage for students to study words on a regular
bases
4. studying 5-7 words at a time
5. Teachers should utilize activities which encourage
students to retain mental processing.
6. Teachers relay information about sentences to students.
March-April
Integraded language approaches
experiential:
Idea that knowledge is gained through experience.
content-based:
Idea that language is developed through subjects
such as math, science and social studies.
sheltered English or SDAIE:
Everything is taught in English.
LEA-Language Experience Approach:
Students develop reading materials whereas teacher
provides reading skills.
MI:
8 Multi-Intelligences
1. linguistic
2.logical-mathemtical
3. visual/spatial
4.kinesthetic
5.musical
6. interpersonal
7. intrapersonal
8. naturalist.
Five generic principles
1. Facilitate learning through joint, productive
activity among teachers and students.
2. Develop students' competence in the language
and literacy of instruction throughout all instructional activities.
3. Contextualize teaching and curriculum in
the experiences and skills of home and community.
4. Challenge students toward cognitive complexity.
5. Engage students through dialogue, especially
in instructional conversation.
April-May
Acquisition Theories
Behaviorist:
Stimilus, Response and reinforcement. Imitation
and assocation. Interaction with caretakers.
Innatist Theory:
Use of language rules, not repeating.
Interactionist:
The idea that children will hear words many times
before attempting to say them.
Second language acquisitiona:
Deals with acquiring a second language. Must
be meaningful to the learner.
Krashen model:
5 hypotheses
1. acquisition versus learning
2.monitor
3.natural order
4. comprehension
5.affective filter.
ESOL methods:
(English to speakers of other languagaes) Pertains
to people learning how to speak English.
Communicative language teaching principles:
1. activities that involve communication promote the
acquisition of language.
2. activities that engage students in the completion
of real-world tasks promote language acquisition and
3. the meaningfulness principle takes place when learners
are engaged in activities that promote authentic and meaningful use of language.
