CTEL Academic Language and Content Integration Flashcards

Sentence frames and sentence starters in EL instruction function as:

Answer: Language scaffolds that support academic language production

Sentence frames provide linguistic scaffolds that help ELs articulate ideas in academic language during speaking and writing tasks.

Vygotsky's Zone of Proximal Development (ZPD) is most relevant to EL instruction because it:

Answer: Defines the gap between what learners can do independently and with support

The ZPD guides teachers to provide appropriately challenging instruction and scaffolding within the range where students can succeed with support.

Which assessment approach best allows ELs to demonstrate content knowledge without being penalized for limited English proficiency?

Answer: Modified assessments with visual supports and linguistic scaffolds

Modified assessments with visual supports help separate content knowledge from English language proficiency during evaluation.

Content-specific academic language (Tier 3 vocabulary) is best described as:

Answer: Specialized terminology unique to a particular subject area

Tier 3 words are low-frequency, domain-specific terms (e.g., 'photosynthesis,' 'denominator') essential within a particular discipline.

The gradual release model ('I do, We do, You do') supports EL academic writing by:

Answer: Moving from teacher modeling to shared practice to independent application

The gradual release model scaffolds academic writing by shifting responsibility progressively from teacher to student.

Open-ended analytical questions are preferable to yes/no questions in EL instruction because they:

Answer: Require higher-order thinking and extended use of academic language

Open-ended analytical questions require ELs to use academic language at higher Bloom's Taxonomy levels such as analysis and synthesis.