Caslon Wiki - User contributions [en]

Caslon Language Education Wikimedia (C)

2019-07-19T19:49:45Z

Caslon: /* culture shock */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognate languages==
* Languages that descend from the same language, such as Spanish and French that descend from Latin. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative lesson planning==
* Regularly-scheduled meetings during which general education and English language development teachers collectively choose assignments, set clear goals, develop content and language objectives, select important vocabulary, and identify differentiated instruction and assessment strategies that meet learner needs. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collectivistic==
* Quality of cultural groups that tend to emphasize group-based identity, rights, and needs, and privilege the interests of the group over the individual. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Introduced by [https://www.casloncommunity.com/resources/216/ Krashen] (1982) to refer to oral and written language that language learners can understand and that is necessary for [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://www.casloncommunity.com/resources/216/ Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Important early reading skills that include book holding, understanding print directionality, one-to-one matching of spoken and written words, making connections between illustrations and graphics and print, and recognizing punctuation marks. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content assessment==
* Authentic evidence of what a student knows and can do with content. For an [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]], content assessment should seek to separate conceptual understanding from language development as long as the language of the content area is not part of what is being assessed. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://www.casloncommunity.com/resources/216/ Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

* Lesson plan targets relating to the [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] or essential learning. Content objectives are more or less the same for all students. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The language people use in everyday communication, or social language, developed primarily through conversation. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==co-teaching==
* A teaching model in which two experts with different backgrounds, such as an [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] teacher and a general content teacher, teach a class together. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-training==
* Professional learning opportunities in which teachers with one type of expertise (e.g., content teachers) gain skills in another area (e.g., language learning and teaching). [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability to maintain one’s own cultural stance while respecting the perspectives of another. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally responsive teachers==
* Teachers who provide instruction that relates to students’ cultural backgrounds in terms of content and learning orientation and style while preparing them to participate in new cultural practices. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

*A stressful transitional period when individuals move from a familiar cultural environment to an unfamiliar one, and the individual feels disoriented and threatened.[https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==culture stress==
* Refers to the long-term impact of dealing with cultural differences.[https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (C)

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==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognate languages==
* Languages that descend from the same language, such as Spanish and French that descend from Latin. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative lesson planning==
* Regularly-scheduled meetings during which general education and English language development teachers collectively choose assignments, set clear goals, develop content and language objectives, select important vocabulary, and identify differentiated instruction and assessment strategies that meet learner needs. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collectivistic==
* Quality of cultural groups that tend to emphasize group-based identity, rights, and needs, and privilege the interests of the group over the individual. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Introduced by [https://www.casloncommunity.com/resources/216/ Krashen] (1982) to refer to oral and written language that language learners can understand and that is necessary for [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://www.casloncommunity.com/resources/216/ Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Important early reading skills that include book holding, understanding print directionality, one-to-one matching of spoken and written words, making connections between illustrations and graphics and print, and recognizing punctuation marks. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content assessment==
* Authentic evidence of what a student knows and can do with content. For an [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]], content assessment should seek to separate conceptual understanding from language development as long as the language of the content area is not part of what is being assessed. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://www.casloncommunity.com/resources/216/ Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

* Lesson plan targets relating to the [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] or essential learning. Content objectives are more or less the same for all students. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The language people use in everyday communication, or social language, developed primarily through conversation. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==co-teaching==
* A teaching model in which two experts with different backgrounds, such as an [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] teacher and a general content teacher, teach a class together. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-training==
* Professional learning opportunities in which teachers with one type of expertise (e.g., content teachers) gain skills in another area (e.g., language learning and teaching). [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability to maintain one’s own cultural stance while respecting the perspectives of another. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (C)

2019-07-19T19:45:55Z

Caslon: /* cross-sectional data */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognate languages==
* Languages that descend from the same language, such as Spanish and French that descend from Latin. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative lesson planning==
* Regularly-scheduled meetings during which general education and English language development teachers collectively choose assignments, set clear goals, develop content and language objectives, select important vocabulary, and identify differentiated instruction and assessment strategies that meet learner needs. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collectivistic==
* Quality of cultural groups that tend to emphasize group-based identity, rights, and needs, and privilege the interests of the group over the individual. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Introduced by [https://www.casloncommunity.com/resources/216/ Krashen] (1982) to refer to oral and written language that language learners can understand and that is necessary for [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://www.casloncommunity.com/resources/216/ Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Important early reading skills that include book holding, understanding print directionality, one-to-one matching of spoken and written words, making connections between illustrations and graphics and print, and recognizing punctuation marks. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content assessment==
* Authentic evidence of what a student knows and can do with content. For an [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]], content assessment should seek to separate conceptual understanding from language development as long as the language of the content area is not part of what is being assessed. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://www.casloncommunity.com/resources/216/ Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

* Lesson plan targets relating to the [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] or essential learning. Content objectives are more or less the same for all students. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The language people use in everyday communication, or social language, developed primarily through conversation. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==co-teaching==
* A teaching model in which two experts with different backgrounds, such as an [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] teacher and a general content teacher, teach a class together. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-training==
* Professional learning opportunities in which teachers with one type of expertise (e.g., content teachers) gain skills in another area (e.g., language learning and teaching). [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (C)

2019-07-19T19:44:34Z

Caslon: /* conversational fluency/conversational language proficiency */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognate languages==
* Languages that descend from the same language, such as Spanish and French that descend from Latin. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative lesson planning==
* Regularly-scheduled meetings during which general education and English language development teachers collectively choose assignments, set clear goals, develop content and language objectives, select important vocabulary, and identify differentiated instruction and assessment strategies that meet learner needs. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collectivistic==
* Quality of cultural groups that tend to emphasize group-based identity, rights, and needs, and privilege the interests of the group over the individual. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Introduced by [https://www.casloncommunity.com/resources/216/ Krashen] (1982) to refer to oral and written language that language learners can understand and that is necessary for [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://www.casloncommunity.com/resources/216/ Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Important early reading skills that include book holding, understanding print directionality, one-to-one matching of spoken and written words, making connections between illustrations and graphics and print, and recognizing punctuation marks. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content assessment==
* Authentic evidence of what a student knows and can do with content. For an [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]], content assessment should seek to separate conceptual understanding from language development as long as the language of the content area is not part of what is being assessed. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://www.casloncommunity.com/resources/216/ Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

* Lesson plan targets relating to the [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] or essential learning. Content objectives are more or less the same for all students. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The language people use in everyday communication, or social language, developed primarily through conversation. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==co-teaching==
* A teaching model in which two experts with different backgrounds, such as an [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] teacher and a general content teacher, teach a class together. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (C)

2019-07-19T19:43:19Z

Caslon: /* content objectives */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognate languages==
* Languages that descend from the same language, such as Spanish and French that descend from Latin. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative lesson planning==
* Regularly-scheduled meetings during which general education and English language development teachers collectively choose assignments, set clear goals, develop content and language objectives, select important vocabulary, and identify differentiated instruction and assessment strategies that meet learner needs. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collectivistic==
* Quality of cultural groups that tend to emphasize group-based identity, rights, and needs, and privilege the interests of the group over the individual. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Introduced by [https://www.casloncommunity.com/resources/216/ Krashen] (1982) to refer to oral and written language that language learners can understand and that is necessary for [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://www.casloncommunity.com/resources/216/ Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Important early reading skills that include book holding, understanding print directionality, one-to-one matching of spoken and written words, making connections between illustrations and graphics and print, and recognizing punctuation marks. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content assessment==
* Authentic evidence of what a student knows and can do with content. For an [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]], content assessment should seek to separate conceptual understanding from language development as long as the language of the content area is not part of what is being assessed. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://www.casloncommunity.com/resources/216/ Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

* Lesson plan targets relating to the [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] or essential learning. Content objectives are more or less the same for all students. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==co-teaching==
* A teaching model in which two experts with different backgrounds, such as an [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] teacher and a general content teacher, teach a class together. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (C)

2019-07-19T19:41:48Z

Caslon: /* content objectives */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognate languages==
* Languages that descend from the same language, such as Spanish and French that descend from Latin. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative lesson planning==
* Regularly-scheduled meetings during which general education and English language development teachers collectively choose assignments, set clear goals, develop content and language objectives, select important vocabulary, and identify differentiated instruction and assessment strategies that meet learner needs. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collectivistic==
* Quality of cultural groups that tend to emphasize group-based identity, rights, and needs, and privilege the interests of the group over the individual. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Introduced by [https://www.casloncommunity.com/resources/216/ Krashen] (1982) to refer to oral and written language that language learners can understand and that is necessary for [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://www.casloncommunity.com/resources/216/ Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Important early reading skills that include book holding, understanding print directionality, one-to-one matching of spoken and written words, making connections between illustrations and graphics and print, and recognizing punctuation marks. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content assessment==
* Authentic evidence of what a student knows and can do with content. For an [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]], content assessment should seek to separate conceptual understanding from language development as long as the language of the content area is not part of what is being assessed. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://www.casloncommunity.com/resources/216/ Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

* Lesson plan targets relating to the big ideas or essential learning. Content objectives are more or less the same for all students. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==co-teaching==
* A teaching model in which two experts with different backgrounds, such as an [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] teacher and a general content teacher, teach a class together. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (C)

2019-07-19T19:40:23Z

Caslon: /* content allocation */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognate languages==
* Languages that descend from the same language, such as Spanish and French that descend from Latin. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative lesson planning==
* Regularly-scheduled meetings during which general education and English language development teachers collectively choose assignments, set clear goals, develop content and language objectives, select important vocabulary, and identify differentiated instruction and assessment strategies that meet learner needs. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collectivistic==
* Quality of cultural groups that tend to emphasize group-based identity, rights, and needs, and privilege the interests of the group over the individual. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Introduced by [https://www.casloncommunity.com/resources/216/ Krashen] (1982) to refer to oral and written language that language learners can understand and that is necessary for [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://www.casloncommunity.com/resources/216/ Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Important early reading skills that include book holding, understanding print directionality, one-to-one matching of spoken and written words, making connections between illustrations and graphics and print, and recognizing punctuation marks. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content assessment==
* Authentic evidence of what a student knows and can do with content. For an [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]], content assessment should seek to separate conceptual understanding from language development as long as the language of the content area is not part of what is being assessed. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://www.casloncommunity.com/resources/216/ Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==co-teaching==
* A teaching model in which two experts with different backgrounds, such as an [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] teacher and a general content teacher, teach a class together. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (C)

2019-07-19T19:37:55Z

Caslon: /* concepts of print */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognate languages==
* Languages that descend from the same language, such as Spanish and French that descend from Latin. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative lesson planning==
* Regularly-scheduled meetings during which general education and English language development teachers collectively choose assignments, set clear goals, develop content and language objectives, select important vocabulary, and identify differentiated instruction and assessment strategies that meet learner needs. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collectivistic==
* Quality of cultural groups that tend to emphasize group-based identity, rights, and needs, and privilege the interests of the group over the individual. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Introduced by [https://www.casloncommunity.com/resources/216/ Krashen] (1982) to refer to oral and written language that language learners can understand and that is necessary for [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://www.casloncommunity.com/resources/216/ Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Important early reading skills that include book holding, understanding print directionality, one-to-one matching of spoken and written words, making connections between illustrations and graphics and print, and recognizing punctuation marks. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://www.casloncommunity.com/resources/216/ Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==co-teaching==
* A teaching model in which two experts with different backgrounds, such as an [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] teacher and a general content teacher, teach a class together. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (C)

2019-07-19T19:36:18Z

Caslon: /* comprehensible input */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognate languages==
* Languages that descend from the same language, such as Spanish and French that descend from Latin. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative lesson planning==
* Regularly-scheduled meetings during which general education and English language development teachers collectively choose assignments, set clear goals, develop content and language objectives, select important vocabulary, and identify differentiated instruction and assessment strategies that meet learner needs. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collectivistic==
* Quality of cultural groups that tend to emphasize group-based identity, rights, and needs, and privilege the interests of the group over the individual. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Introduced by [https://www.casloncommunity.com/resources/216/ Krashen] (1982) to refer to oral and written language that language learners can understand and that is necessary for [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://www.casloncommunity.com/resources/216/ Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://www.casloncommunity.com/resources/216/ Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==co-teaching==
* A teaching model in which two experts with different backgrounds, such as an [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] teacher and a general content teacher, teach a class together. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (C)

2019-07-19T19:35:49Z

Caslon: /* comprehensible input */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognate languages==
* Languages that descend from the same language, such as Spanish and French that descend from Latin. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative lesson planning==
* Regularly-scheduled meetings during which general education and English language development teachers collectively choose assignments, set clear goals, develop content and language objectives, select important vocabulary, and identify differentiated instruction and assessment strategies that meet learner needs. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collectivistic==
* Quality of cultural groups that tend to emphasize group-based identity, rights, and needs, and privilege the interests of the group over the individual. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Introduced by [https://www.casloncommunity.com/resources/216/ Krashen] (1982) to refer to oral and written language that language learners can understand and that is necessary for [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]].
[https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://www.casloncommunity.com/resources/216/ Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://www.casloncommunity.com/resources/216/ Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==co-teaching==
* A teaching model in which two experts with different backgrounds, such as an [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] teacher and a general content teacher, teach a class together. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (C)

2019-07-19T19:33:14Z

Caslon: /* collaborative writing */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognate languages==
* Languages that descend from the same language, such as Spanish and French that descend from Latin. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative lesson planning==
* Regularly-scheduled meetings during which general education and English language development teachers collectively choose assignments, set clear goals, develop content and language objectives, select important vocabulary, and identify differentiated instruction and assessment strategies that meet learner needs. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collectivistic==
* Quality of cultural groups that tend to emphasize group-based identity, rights, and needs, and privilege the interests of the group over the individual. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://www.casloncommunity.com/resources/216/ Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://www.casloncommunity.com/resources/216/ Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==co-teaching==
* A teaching model in which two experts with different backgrounds, such as an [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] teacher and a general content teacher, teach a class together. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (C)

2019-07-19T19:30:43Z

Caslon: /* collaborative inquiry */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognate languages==
* Languages that descend from the same language, such as Spanish and French that descend from Latin. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative lesson planning==
* Regularly-scheduled meetings during which general education and English language development teachers collectively choose assignments, set clear goals, develop content and language objectives, select important vocabulary, and identify differentiated instruction and assessment strategies that meet learner needs. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://www.casloncommunity.com/resources/216/ Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://www.casloncommunity.com/resources/216/ Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==co-teaching==
* A teaching model in which two experts with different backgrounds, such as an [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] teacher and a general content teacher, teach a class together. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (C)

2019-07-19T19:28:30Z

Caslon: /* cognate(s) */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognate languages==
* Languages that descend from the same language, such as Spanish and French that descend from Latin. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://www.casloncommunity.com/resources/216/ Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://www.casloncommunity.com/resources/216/ Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==co-teaching==
* A teaching model in which two experts with different backgrounds, such as an [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] teacher and a general content teacher, teach a class together. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (C)

2019-07-19T19:27:32Z

Caslon: /* cognate languages */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://www.casloncommunity.com/resources/216/ Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://www.casloncommunity.com/resources/216/ Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==co-teaching==
* A teaching model in which two experts with different backgrounds, such as an [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] teacher and a general content teacher, teach a class together. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (C)

2019-07-19T19:26:42Z

Caslon: /* co-teaching */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://www.casloncommunity.com/resources/216/ Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://www.casloncommunity.com/resources/216/ Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==co-teaching==
* A teaching model in which two experts with different backgrounds, such as an [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] teacher and a general content teacher, teach a class together. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==cognate languages==
* Languages that descend from the same language, such as Spanish and French that descend from Latin. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (C)

2019-07-19T19:23:41Z

Caslon: /* corriente */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://www.casloncommunity.com/resources/216/ Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://www.casloncommunity.com/resources/216/ Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==co-teaching==
* A teaching model in which two experts with different backgrounds, such as an [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] teacher and a general content teacher, teach a class together. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (B)

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Caslon: /* balanced approach */

Caslon Language Education Wikimedia (B)

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Caslon: /* balanced approach */

Caslon Language Education Wikimedia (B)

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Caslon: /* big idea(s) */

Caslon Language Education Wikimedia (A)

2019-07-19T18:52:18Z

Caslon: /* alphabetic principle */

Caslon Language Education Wikimedia (A)

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Caslon Language Education Wikimedia (C)

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Caslon: /* content-based instruction (CBI) */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://www.casloncommunity.com/resources/216/ Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://www.casloncommunity.com/resources/216/ Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (C)

2019-07-19T18:42:13Z

Caslon: /* comprehensible input */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://www.casloncommunity.com/resources/216/ Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://en.wikipedia.org/wiki/Stephen_Krashen Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (A)

2019-07-19T18:40:57Z

Caslon: /* affective filter */

Caslon Language Education Wikimedia (A)

2019-07-19T18:40:36Z

Caslon: /* affective filter */

Caslon Language Education Wikimedia (T)

2019-07-19T18:36:31Z

Caslon: /* threshold hypothesis */

Caslon Language Education Wikimedia (S)

2019-07-19T18:33:55Z

Caslon: /* separate underlying proficiency (SUP) */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==say something; say something/write something==
* Instructional strategy in which student partnerships or small groups read a portion of text and then stop and say and, sometimes, write a reaction, supported by a [[Caslon_Language_Education_Wikimedia_(S)#sentence prompt|sentence prompt]] for summary, prediction, question and answer, or personal or academic connection. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==scaffolds/scaffolding==
* A guided learning technique in which teachers modify the language demands placed on students to match the language level of students and add other supports to their verbal instruction (scaffolds) that enhance communication, such as visuals, hands-on learning, and high levels of interaction to insure understanding (see [[#sheltered (content) instruction|sheltered instruction]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Supports (e.g., use of [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]], [[Caslon_Language_Education_Wikimedia_(T)#total physical response (TPR)|total physical response]], working with a partner or small group) that help move students to ever deeper levels of thinking and independence in learning and using language. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* A social, interactive tool through which teachers and students can work together to create a wider range of opportunities for content learning and language development through different types of structured participation. [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/ Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators] by [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/authors/ Eva Ponte, Christina Higgins]

* Providing learners with temporary support that allows them to complete a task that they could not complete independently. From 5.8 (Graves) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* A term used to describe the visual, graphic, and temporary supports that help [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] comprehend new information as they develop English language proficiency ([https://education.arts.unsw.edu.au/about-us/people/pauline-gibbons/ Gibbons, 2002]). These supports include modeling, questioning, feedback, student interaction, graphic organizers, and other supports ([http://web.csulb.edu/~jechev/ Echevarria] et al., 2004). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Support or assistance provided to a student within his or her [[Caslon_Language_Education_Wikimedia_(Z)#zone of proximal development (ZPD)|zone of proximal development (ZPD)]] by a more knowledgeable other (e.g., teacher, peer) to help the student learn a new concept or develop new skills. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==second dialect speakers==
* These speakers have five common characteristics: (1) They typically self-identify as native speakers of English, regardless of their actual proficiency in standardized forms of spoken or written English. (2) Many are struggling readers and writers of standard American English. (3) Those with low levels of literacy often face the same challenges in reading and writing as beginning level English as a second language students. (4) Their vernacular is stigmatized and discouraged both in school and in their own communities. (5) They often exhibit ambivalent attitudes toward their own vernacular—simultaneously celebrating and denigrating it, depending on the context. From 2.11 (Nero) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==second language==
* A language learned at a later stage than the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]]. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==second language acquisition==
* The learning of a new language after a child or adult has already gained competence in their first or “native” language. From 2.3 (Dixon) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Influenced by a much wider variety of factors (e.g., age, first language skills, relation of first to second language, literacy skills) than first language acquisition. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==self-assessment==
* Students’ monitoring and analysis of their work in which they reflect on their strategies, products, and processes of learning. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

* Students’ [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] of their own performance, typically guided by a checklist or [[Caslon_Language_Education_Wikimedia_(R)#rubric(s)|rubric]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==self-contained second language programs==
* Full-time programs for [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] speakers to teach content and the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|dominant language]]. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==semantic extension==
* A characteristic of Spanish in the United States; the expansion of the original meaning of Spanish words to include the meaning of a similar English word (e.g., “groserías”–groceries; “carpeta”–carpet). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==semantics==
* Study of the meanings of words, especially the differences in word meanings based on context. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The study of the meaning of words, phrases, and sentences. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==semilingualism==
* Pejorative term to describe what is considered limited skills in two languages. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==sensory, graphic, and interactive supports==
* Instructional strategies that help [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] develop [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] and understand classroom lessons. For example, sensory supports include visuals, real-life objects, songs, drawings, videos, etc. Graphic supports include multiple varieties of graphic organizers, charts, timelines, etc. Interactive supports include small group interaction, working with partners, [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]], internet websites, instructional software, etc. ([https://www.wida.us/standards/resource_guide_web.pdf Gottlieb et al., 2007]). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==sentence prompt (frase clave)==
* A few words provided by the teacher to give students the structure of the language so they can use language appropriately as they participate in a learning activity. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==separate underlying proficiency (SUP)==
* Developed by [https://www.casloncommunity.com/resources/187/ Cummins]; refers to the separateness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]], best represented by a container view of two separate systems competing for cognitive space. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==separation biliterate model of language and literacy==
* Uses only the specific language in which the text is written to interact with that text, according to appropriate sociocultural and discourse norms. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==sequential bilingual(s)==
* Individuals who learn one language at home and then acquire another language later in school. From 1.10 (Beeman and Urow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==sequential bilingual learner(s)==
* Student who has developed one language and is learning a second language. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* Someone who becomes [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual]] by learning one language at birth and learning another at a later point in time, often at the beginning of formal education. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==sequential bilingualism==
* The process by which a person becomes [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] by first learning one language and then learning the other. This situation occurs most naturally when students leave their homes in which a language other than English is commonly spoken or immigrate to another country after being raised and schooled in another language environment (see [[Caslon_Language_Education_Wikimedia_(S)#simultaneous bilingualism|simultaneous bilingualism]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The development of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in a [[#second language|second language]] after [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] has been developed in the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==sequential language acquisition==
* The process through which a language learner first acquires one language and later acquires a second or additional language; this stands in contrast to the notion of [[#simultaneous language acquisition|simultaneous language acquisition]]. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

==sequential language learning==
* The learning of a new language three or more years after the child has begun life speaking a [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] ([https://www.ualberta.ca/~jparadis/Johanne_Paradis_Homepage/Welcome.html Paradis], [http://www.mcgill.ca/psychology/fred-h-genesee Genesee], & [http://www.dal.ca/about-dal/leadership-and-vision/leadership-team/martha-crago.html Crago], 2011). [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==shared reading==
* A reading approach in which the teacher reads for and with the children. It calls for more direct student involvement in the actual reading of the text. Teachers engage children in guided dialogue to extend their understanding of texts and to enrich their oral language repertoire. They also encourage students to articulate (not only observe) [[Caslon_Language_Education_Wikimedia_(C)#cross-language connections|cross-language connections]]. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Reading instruction in which the teacher reads a big book or other source of enlarged text with the students, modeling a variety of reading strategies and using the text (once it is familiar to the students) to teach reading skills. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==shared writing==
* An instructional approach in which the teacher and students take turns constructing a written text together. All the students in the class participate in the writing of the text by sharing the pen with the teacher, copying from the board, or encoding the text in their own notebooks. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Writing instruction in which the teacher, in collaboration with the students, constructs an enlarged text (e.g., on chart paper). Students suggest sentences and revisions and the teacher models the use of a variety of writing strategies students are expected to use in their own writing. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==sheltered (content) instruction==
* Sheltered instruction is an approach in which students develop knowledge in specific subject areas through the medium of their [[#second language|second language]]. Teachers modify their use of English to teach core subjects (e.g., math, science) in order to ensure that the material is comprehensible to learners and that it promotes their [[#second language|second language]] development. They also adjust the language demands of the lesson in many ways, such as by modifying speech rate and tone, simplifying vocabulary and grammar, repeating key words, phrases, or concepts, using context clues and models extensively, relating instruction to students’ background knowledge and experience, and using other learning supports (e.g., demonstrations, visuals, graphic organizers, or cooperative work) to make academic instruction understandable to students of different [[#second language|second language]] [[Caslon_Language_Education_Wikimedia_(P)#language proficiency|proficiency]] levels [also referred to as [[#sheltered English immersion (SEI)|sheltered English instruction (SEI)]]; [[#specially designed academic instruction in English (SDAIE)|specially designed academic instruction in English(SDAIE)]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* An approach within language education programs that serves [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] from multiple language backgrounds with the goal of development of academic language in [[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] (English) through content and applies to Spanish as a second language (SSL) in Spanish to English speakers. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

* Offers [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] grade-level core content courses taught in English using instructional strategies that make the content concepts accessible while students are acquiring [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language]]. These programs and courses are sometimes referred to as [[#sheltered English immersion (SEI)|sheltered English immersion]] or [[#specially designed academic instruction in English (SDAIE)|specially designed academic instruction in English (SDAIE)]]. The term sheltered instruction may also be used to describe pedagogy rather than a program design. Sheltered instruction practices and individual sheltered instruction courses can be and often are implemented in conjunction with other program alternatives. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* Sheltered instruction Educational services that offer [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] access to grade-level core content courses taught in English using instructional strategies designed to make the content concepts comprehensible while students are acquiring English. Such programs/classes are sometimes referred to as [[#sheltered English immersion (SEI)|sheltered English immersion (SEI)]] or [[#specially designed academic instruction in English (SDAIE)|specially designed academic instruction in English (SDAIE)]]. The term sheltered instruction may also be used to describe actual instructional strategies (such as those designed to make content comprehensible to [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] in the academic mainstream) rather than to a program design.[http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* A program model that offers grade-level content to [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLLs]] using specialized [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] instructional strategies to support content learning and [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learning]] at the same time. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term used to describe instruction in any subject that is provided in English but taught in a manner that makes it comprehensible to [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] students while promoting their [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]]. Learning the academic content is the goal ([http://web.csulb.edu/~jechev/ Echevarria], 2007). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Grade-level content-area instruction provided in English in a manner that makes it comprehensible to [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] while supporting their [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==sheltered English immersion (SEI)==
* A program model for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that combines [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English-as-a-second language]] instruction, [[#sheltered (content) instruction|sheltered content-area instruction]], and [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]]. Sometimes called structured English [[Caslon_Language_Education_Wikimedia_(I)#immersion|immersion]]. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* A program model for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLLs]] that combines [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] instruction, [[#sheltered (content) instruction|sheltered content-area instruction]], and [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]]. It may also be called structured English [[Caslon_Language_Education_Wikimedia_(I)#immersion|immersion]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A program model for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that combines [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]], [[#sheltered (content) instruction|sheltered content-area instruction]], and [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]]. Sometimes called structured English [[Caslon_Language_Education_Wikimedia_(I)#immersion|immersion]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==sheltered English instruction==
* See specially designed academic instruction in English ([[#specially designed academic instruction in English (SDAIE)|SDAIE]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==sheltered instruction==
* Grade-level content-area instruction provided in English in a manner that makes it comprehensible to [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] while supporting their [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]

==Sheltered Instruction Observation Protocol (SIOP)==
* A research-based approach for sheltered instruction that helps [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] develop oral [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] while building academic English [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] skills and content area knowledge. The SIOP Institute, trademark, and copyright are owned by [http://www.k12pearson.com/teach_learn_cycle/LessonLab/lssnlb.html LessonLab/Pearson Education]. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* A research-based approach for [[#sheltered (content) instruction|sheltered content-area instruction]] that helps [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] develop oral [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] while building academic English [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] skills and content-area knowledge. The SIOP Institute trademark and copyright are owned by [http://www.k12pearson.com/teach_learn_cycle/LessonLab/lssnlb.html LessonLab/Pearson Education]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* An instructional model and tool for planning, implementing, and evaluating [[#sheltered (content) instruction|sheltered English content-area instruction]] developed by [http://web.csulb.edu/~jechev/ Echevarria], [http://www.allynbaconmerrill.com/authors/bio.aspx?a=ab70a900-8da8-432e-bf9c-e5a5c6add726 Vogt], and [http://www.cal.org/create/partners/investigators/deborah-short.html Short] (2013). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==silent period==
* A period many new learners of a [[#second language|second language]] go through before they feel comfortable speaking in the new language. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==simultaneous bilingual(s)==
* Children who grow up using two (or more) languages at home. [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Individuals who have been exposed to two or more languages together, typically from birth to age 5 (Swanson, 2009). From 1.10 (Beeman and Urow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==simultaneous bilingual learner(s)==
* Student who has been exposed to two languages since before age 3. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* Children who develop two languages at the same time. Definitions of simultaneous bilingualism vary, but it is generally thought to be exposure to and acquisition of two languages before the age of 5. Simultaneous bilinguals can be circumstantial (those who learn a [[#second language|second language]] because of their circumstances, such as immigrants or children of foreign students in universities) or elective (those whose parents choose to teach them two languages). [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Someone who learns two or more languages at the same time. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==simultaneous bilingualism==
*The process by which a person becomes [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] by learning two languages at the same time. This situation occurs most naturally when students are raised in a home and community where two languages are actively spoken. Generally, in order to be considered a [[#simultaneous bilingual learner|simultaneous bilingual]], a child must learn both languages prior to the age of three (see [[Caslon_Language_Education_Wikimedia_(S)#sequential bilingualism|sequential bilingualism]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The development of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in two languages at the same time. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==simultaneous biliteracy development==
* Development of reading and writing skills in two languages at the same time. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==simultaneous language acquisition==
* Acquisition of two languages at the same time, generally before the age of 3 (also [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] acquisition). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The process by which a learner acquires more than one language at the same time (contrast [[#sequential language acquisition|sequential language acquisition]]). [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The learning of two or more languages at the same time, for example, when a father and mother speak different languages to the child. The child is considered to be experiencing simultaneous language acquisition if one or more of the languages is introduced before he or she turns 3 years old, and [[#sequential language acquisition|sequential language acquisition]] if the [[#second language|second language]] is introduced after age 3. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==single-dominance perspective==
* A way of looking at [[Caslon_Language_Education_Wikimedia_(T)#two-language learners|two-language learners]] that assumes their abilities in both languages are not equal and identifies a [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]], often resulting in the determination that the [[#simultaneous bilingual learner|simultaneous bilingual learner]] is “low” in both languages. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==singlets==
* Words that [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] know in only one of their two languages. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Smarter Balanced Assessment Consortium==
* Smarter Balanced is a public agency supported by 15 states, one territory, and the Bureau of Indian Affairs. Through the work of thousands of educators, Smarter Balanced created an on-line [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] system aligned to the [[Caslon_Language_Education_Wikimedia_(C)#Common Core State Standards (CCSS)|Common Core State Standards (CCSS)]], as well as tools for educators to improve teaching and learning. Smarter Balanced is housed at [https://gseis.ucla.edu/ UCLA’s Graduate School of Education & Information Studies (GSE&IS)]. [http://www.smarterbalanced.org/about/ www.smarterbalanced.org]

==sociocultural model of learning==
* A model based on learning as a social process and the belief that language is learned through interactions. [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/ Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators] by [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/authors/ Eva Ponte, Christina Higgins]

==sociocultural orientation==
* This orientation is reflected in linguistically and culturally responsive curriculum, instruction, and assessment that builds on student and community strengths and resources in ways that benefit all learners. From 4.6 (Marler) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==sociocultural perspectives==
* Perspectives on language learning and teaching that focus on the sociocultural context surrounding the learner that facilitates the learning process. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==social language==
* The relatively [[Caslon_Language_Education_Wikimedia_(I)#informal language|informal conversational language]] anchored in context, usually reflective of the language used in students’ homes and communities; also referred to as “[[Caslon_Language_Education_Wikimedia_(I)#informal language|informal language]],” “[[Caslon_Language_Education_Wikimedia_(H)#home language|home language]],” or “community Spanish.” [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The highly contextualized language used for everyday conversation in face-to-face interaction, also known as conversational fluency. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop social language, while it takes much longer for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==social language proficiency==
* Language features and functions associated with interpersonal communication. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The language required in understanding, processing, and communicating thoughts and ideas in daily interaction and situations. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==social networks==
* Set of relationships with others across different domains that affect which language and language features are used. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==societal or dominant language==
* Language used for communication in the public domain (media, government, educational institutions). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==SOCRATES==
* European university faculty and student exchange program. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==SOLOM-R (Student Oral Language Observation Matrix-Revised)==
* An [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] of students’ oral [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] using an analytic scoring [[Caslon_Language_Education_Wikimedia_(R)#rubric(s)|rubric]] that focuses on the aspects of comprehension, fluency, vocabulary, pronunciation, and grammar. The original version, developed by [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] teachers in Southern California in the 1980s, has been revised for this book by the author to reflect current understanding of oral language development and to focus on what [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] students can do at each level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==Spanglish==
* Mixture of Spanish and English that follows a set of grammar and linguistic rules; often used in social settings where it is considered appropriate. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Spanish for native speakers (SNS)==
* A form of Spanish-as-a-foreign-language program that has been adapted to meet the needs of Spanish speakers. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A [[Caslon_Language_Education_Wikimedia_(H)#heritage language|heritage language]] program for students who speak Spanish as a [[Caslon_Language_Education_Wikimedia_(H)#home language|home]] or [[Caslon_Language_Education_Wikimedia_(H)#heritage language|heritage language]]. These programs aim to broaden the linguistic repertoire of Spanish speakers, and they often focus on ensuring that Spanish speakers learn to read and write in Spanish (while not stigmatizing the vernacular variety of Spanish that the students speaks at home and in the community). [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

==Spanish literacy==
* The broad range of teaching and learning activities undertaken through the medium of the Spanish language, focusing on the integrated development of [[Caslon_Language_Education_Wikimedia_(O)#oracy|oracy]], reading, and writing throughout the curriculum. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==speakers of nonstandard varieties of English==
* Those students who primarily speak and/or write varieties of English that are not sanctioned by schools. Typically such varieties include syntactic, phonological, morphological, lexical features, meanings, and discourse norms that deviate from standard American English. From 2.11 (Nero) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==specials==
* Instruction in specialized subjects such as art, music, physical education, computer technology taught by teachers certified in the specific area. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==special education==
* Specially designed instruction to meet the unique needs of a child with a disability, guided by regulations in the [[Caslon_Language_Education_Wikimedia_(I)#Individuals with Disabilities Education Act (IDEA)|Individuals with Disabilities Education Act]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==specially designed academic instruction in English (SDAIE)==
* Instruction that is adapted for [[#second language|second language]] learners by the use of visuals, hands-on learning, and other strategies that make instruction in the second language more comprehensible. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Another term for [[#sheltered (content) instruction|sheltered instruction]]. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* Another term for [[#sheltered (content) instruction|sheltered instruction]], preferred in California and other states because it places emphasis on the fact that such instruction is academically rigorous but specially designed to match the linguistic needs of the student. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==specific interventions==
* Teaching designed to assist an individual student to overcome or cope with specific identified challenges in school. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==stakeholders==
* Administrators, teachers, parents, and other adults who have specific roles in the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs’]] progress and, therefore, share the responsibilities for the students’ success. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==staircase to complexity==
* Built into the Common Core English Language Arts standards—at each grade level students are expected to work with materials that are more demanding in content and language than those used the year before. From 5.1 (Wong Fillmore and Blum Martinez) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==standard error of measurement (SEM)==
* A statistical measure that indicates a range of trustworthiness of an individual student’s standardized test score. For example, the actual score of student who earned a score of 50 on a test with an SEM of 3 would be between 47 and 53 (e.g., 50 +/– 3). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==standard language ideology==
* View that the standard language variety (and its speakers) is (naturally) superior to other varieties of the language. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==standard measures==
* [[Caslon_Language_Education_Wikimedia_(A)#assessment|Assessment]] that adheres to identical conditions for collection, analysis, and the reporting of student data across multiple classrooms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==standardized measures==
* Generally, [[Caslon_Language_Education_Wikimedia_(N)#norm-referenced test|norm-referenced tests]] in which results indicate ranking of students in relation to those in the norming population. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==status planning==
* [[Caslon_Language_Education_Wikimedia_(L)#language policy|Language policy]] activities that focus on elevating the status of a particular language by extending the domains where it is used. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==steamer classes==
* 1-year classes for immigrants during the 1920s estabished in New York and Boston. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==stigmatized languages==
* Languages, such as Hawai‘i Creole or African American English, without long histories of written traditions. Recognizing that these languages have a systematic grammatical structure can demonstrate their legitimacy. [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/ Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators] by [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/authors/ Eva Ponte, Christina Higgins]

==strategic use of language==
* The planned use of both languages to maximize learning and to achieve the greatest efficiency in the classroom environment. Do not confuse this method with [[Caslon_Language_Education_Wikimedia_(C)#concurrent translation|concurrent translation]]. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==strategy/strategy development==
* A learning process that supports understanding and critical thinking. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==structured English immersion==
* Mandated English-only option under [[Caslon_Language_Education_Wikimedia_(P)#Proposition 227|Proposition 227]], [[Caslon_Language_Education_Wikimedia_(P)#Proposition 203|Proposition 203]], and [[Caslon_Language_Education_Wikimedia_(Q)#Question 2|Question 2]], defined primarily as an English language development program, though some states have interpreted it to include content instruction as well. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Considered an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] program in which instruction is in English only. It is only for [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual(s)|emergent bilinguals]], and teachers modify the language used and the curriculum. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==student-led conferences==
* Meetings among teachers, students. and parents that are led by students rather than teachers. At the typical conference, students review their goals, provide evidence of whether they have met learning targets, reflect on their learning, and, with the guidance of the teacher and parents, set new goals. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==students with incomplete/interrupted formal education (SIFE)==
* Refers to immigrant [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual(s)|emergent bilingual]] students who have not received an adequate education in their countries of origin and therefore have low literacy in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home languages]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* A subgroup of English language learners (ELLs) who have at least two years of interrupted schooling, with some arriving in the United States with little or no formal schooling. From 1.10 (Flores) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* In New York State, this term describes ELLs who are at least two years below grade level in home language literacy and math skills, as a result of interrupted or inconsistent schooling (New York State Education Department, 2014). Although this subgroup is often assumed to be homogenous, it is a very heterogeneous population. From 6.7 (McNamara and Smith) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==submersion==
* This term describes a “sink-or swim” environment in which [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] are placed in general education classrooms with English-speaking students and a [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolingual]] English-speaking teacher. With good intentions, administrators and teachers hope that the non–English-speaking children will learn English by being “[[Caslon_Language_Education_Wikimedia_(I)#immersion|immersed]]” in the language. The [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs’]] [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] is seldom used in the classroom or used sporadically for translation purposes. [[Caslon_Language_Education_Wikimedia_(L)#|Literacy]] and academic content instruction as well as texts and supplemental materials are usually not designed or adapted for the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] students. In the submersion classroom, [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] are taught as if they do not have diverse academic and linguistic needs. As a result, the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]], especially the beginners, often miss important concepts and are not active, engaged, learners. (See contrasting definition of [[Caslon_Language_Education_Wikimedia_(I)#immersion|immersion]].) [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* The process of placing [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] in a mainstream classroom where they do not receive any [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]], [[#sheltered (content) instruction|sheltered-content instruction]], or [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]]. Also called “sink-or-swim.” [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==substantial sheltered instruction methodology training==
* Training in [[#sheltered (content) instruction|sheltered (or content-based)]] [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] that is similar to a graduate course, consisting of more than five all-day sessions at least one week apart so that participants can practice and reflect about what they have learned and practiced. The training should include how to adapt [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction; implement multiple vocabulary-building strategies; use graphic, sensory and interactive supports to make information comprehensible; utilize [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs’]] languages, cultures and experiences in classroom activities; and learn ways to differentiate classroom tasks and [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessments]] according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs’]] diverse needs and English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] levels. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==subtractive bilingualism==
* The outcome of programs that focus on developing English skills, and in which students lose their [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] as they learn English. In subtractive bilingual programs, any [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] support is provided only until students achieve English [[Caslon_Language_Education_Wikimedia_(P)#|proficiency]]. Contrasts with [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A process in which individuals lose all or some of their [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] abilities (and possibly culture) as they acquire a new language and culture. This occurs frequently in the case of [[Caslon_Language_Education_Wikimedia_(L)#language minority|language minority]] students who attend schools where no provision is made to maintain and develop their primary language (see [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Acquisition of a [[#second language|second language]] that occurs at the expense of maintaining and developing the first language. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The process by which or context in which a [[#second language|second language]] is learned, but at the expense of the first one. As a person becomes more [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]] in the new language, [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in the first language diminishes, or worse, the person loses that first language altogether (contrast [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]]). [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The process describing the acquisition of a [[#second language|second language]] by an individual or group accompanied by loss or displacement of the first language. It is to be contrasted with [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* Describes the philosophy that [[#second language|second language]] learners need to exchange their [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] for their new language, English. Programs with this philosophy do not use the [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] to support learning. In some cases, any use of the students’ language is discouraged. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* A situation in which a [[#second language|second language]] eventually replaces a student’s [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==successive language acquisition==
* Acquisiton of a [[#second language|second language]] after first language acquistion (after age 3). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==summative assessment(s)==
* [[Caslon_Language_Education_Wikimedia_(A)#assessment|Assessment]] that occurs at the end of lessons or units to evaluate what students have learned. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* [[Caslon_Language_Education_Wikimedia_(A)#assessment|Assessments]] that are given periodically to determine what students know and are able to do at the end of instruction. Summative assessments are accountability measures, most typically state [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessments]], district benchmark [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessments]], and end-of-unit and end-of-semester examinations (see [[Caslon_Language_Education_Wikimedia_(F)#formative assessment|formative assessment]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The use of standard or standardized measures during a specified time frame, such as on an annual basis, that offers summary information on student performance or program effectiveness. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

* Measures to record student performance on standardized tests or at the conclusion of a unit of study. Results of these measures are often used in grading and/or program evaluations. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* [[Caslon_Language_Education_Wikimedia_(A)#assessment|Assessments]] that provide a summary of what students know and can do. Typically given at the end of a unit or at the end of a school year. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

* Present cumulative data on student learning at the end of a particular time period (e.g., year). Thus, may be an awkward tool to truly inform instruction on a day-to-day level. From 7.8 (Ascenzi-Moreno) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* A gauge of student achievement at the end of a period of learning. From 7.9 (Heritage) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* [[Caslon_Language_Education_Wikimedia_(A)#assessment|Assessments]] that provide a summary of what students know and can do. Typically given at the end of a unit or at the end of a school year. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==superdiversity==
* A term used to describe diversity across and within immigrant and ethnic groups; includes a range of factors beyond language and ethnicity (e.g., race, education level, country of origin, migration history, socioeconomic status). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==sustained silent reading (SSR)==
* A time dedicated to individual student reading. During this time, students are free to choose anything they want to read, including magazines, newspapers, and books on any subject and in either Spanish or English. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==symmetrical bilingual==
* A [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] who has equal ability in both languages.

==syntax==
* Refers to word order within phrases and sentences (how phrases and sentences are constructed), and the rules that govern word order. Often paired with “grammar” to encompass the whole system of rules that describe a language. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The study of the rules governing the relationships between words and the ways they are combined to form phrases and sentences. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==synthetic reading approaches==
* A method to teach reading that moves from part to whole. These methods start with teaching children parts of words, such as letters and letter sounds. They commonly use letters, syllables, and letter sounds to build up to words. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==systemic interventions==
* Interventions designed to most appropriately address the challenges [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] encounter in school. These interventions are generally applied system-wide, at the school or district level. It is possible that these systemic interventions may lead to policy changes that affect education at an even more extensive level. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (I)

2019-07-19T18:32:13Z

Caslon: /* interdependence hypothesis */

Caslon Language Education Wikimedia (C)

2019-07-19T18:29:05Z

Caslon:

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://en.wikipedia.org/wiki/Stephen_Krashen Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://en.wikipedia.org/wiki/Stephen_Krashen Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (C)

2019-07-19T18:26:40Z

Caslon: /* common underlying proficiency (CUP) */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://en.wikipedia.org/wiki/Stephen_Krashen Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://en.wikipedia.org/wiki/Stephen_Krashen Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [http://www.oise.utoronto.ca/cerll/FACULTY/CERLL_Faculty/Jim_Cummins/index.html Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (C)

2019-07-19T18:10:51Z

Caslon: /* cognitive academic language proficiency (CALP) */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [http://www.oise.utoronto.ca/cerll/FACULTY/CERLL_Faculty/Jim_Cummins/index.html Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://en.wikipedia.org/wiki/Stephen_Krashen Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://en.wikipedia.org/wiki/Stephen_Krashen Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [http://www.oise.utoronto.ca/cerll/FACULTY/CERLL_Faculty/Jim_Cummins/index.html Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]

Caslon Language Education Wikimedia (C)

2019-07-19T18:10:26Z

Caslon: /* cognitive academic language proficiency (CALP) */

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]],
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==calco (calque)==
* Phrase copied from one language and used in the other, retaining the original meaning; similar to [[Caslon_Language_Education_Wikimedia_(L)#linguistic borrowing|linguistic borrowing]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==Canadian immersion programs==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|Bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] speakers in which initial instruction is in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] is introduced later. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Castañeda v. Pickard==
* 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]: expert base, resource allocation, and program outcomes. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==choral reading==
* A method that involves students and teacher reading aloud in unison. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==circular discourse pattern==
* Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with [[Caslon_Language_Education_Wikimedia_(L)#linear discourse pattern|linear discourse pattern]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==circumstantial bilingualism==
* Acquisition context where becoming bilingual is not a choice but a necessity for survival (also [[Caslon_Language_Education_Wikimedia_(F)#folk bilingualism|folk bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==Civil Rights Act (1974)==
* Provides for nondiscrimination in public spaces, including schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==close reading==
* Refers to the way students engage in the reading of a text, particularly a complex text, to fully comprehend the information it contains and the inferences that may be drawn from it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==clustering==
* The practice of locating specific groups of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] into particular buildings or classrooms to facilitate a particular program approach. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==code-switching==
* Use by a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., "Llegaste tarde" again). Phrases that include code-switching follow grammar and phonological rules. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasentential code-switching]]) and across phrases or sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersentential code-switching]]); serves multiple functions in bilingual or multilingual conversation or text. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The alternation of languages within one linguistic context. This may take place within sentences ([[Caslon_Language_Education_Wikimedia_(I)#intrasentential code-switching|intrasententially]]) or in alternating sentences ([[Caslon_Language_Education_Wikimedia_(I)#intersentential code-switching|intersententially)]]. It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Switching back and forth between language codes that are regarded as separate and autonomous. It considers language only from an external perspective that looks at bilinguals’ language behavior as if they were two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* The process of alternating the use of two languages during the same conversational event. Although language learners may code switch when they don’t know a word in their second language, code switching is more common among highly proficient [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] speakers. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==cognate(s)==
* Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Words from two languages that have similar sounds and meanings. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and elefante. Showing young [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learners (DLLs)]] the connections between cognates in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English is a successful strategy to help them develop their English language skills. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* Words that have a shared origin and are often spelled similarly across languages (English, and usually Latin or Greek in the case of math). They can be useful for ELLs in their development of lexical knowledge. However, these cousin words must be taught explicitly, otherwise these “clues” may, to use a common English idiom, “be Greek to them.” From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Words that are similar in two languages because they come from the same root (e.g., education in English and educación in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==cognitive academic language proficiency (CALP)==
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is required to achieve academically. CALP is both context reduced (there is little support in the learning context to facilitate understanding) and cognitively demanding (the concepts are challenging for the learner to grasp). Research has shown that it can take four to nine years to acquire CALP (see [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==coherence==
* The clarity about the structure and content of collaboration. A schedule for collaboration may be well conceived and staggered, but intentional affirmation about each teacher’s expertise is a necessary condition for coherence. Its merit is the improvement of each teacher’s instruction and it is regarded as an authentic means of professional development. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaboration==
* Sharing accountability for ELLs’ academic achievement and English language development. Often developed as a teacher-driven initiative it can take many forms, from co-planning to co-teaching. A formal collaborative process, including a collective commitment from administrators, teachers, and parents, can help ensure success and sustainability (Horwitz et al., 2009). From 6.2 (Downs) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative inquiry==
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==collaborative reading==
* A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collaborative writing==
* An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==collocations==
* Groups of words that appear together frequently. From 5.14 (Hansen-Thomas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==common assessments==
* Student assessments that are used in more than one classroom. Common assessments are generally developed collaboratively by a team of teachers responsible for the same curriculum or grade level. The teachers implement these common assessments in their classrooms and mutually agree on how they will report and use the data. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==Common Core State Standards (CCSS)==
* “[[Caslon_Language_Education_Wikimedia_(N)#Next Generation Science Standards (NGSS)|Next generation]]” college and career-readiness standards in English language arts and mathematics developed by a coalition of states that have been adopted by nearly all states. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==common measures==
* See [[Caslon_Language_Education_Wikimedia_(S)#standard measures|standard measures]].

==common underlying proficiency (CUP)==
* A model developed by [http://www.oise.utoronto.ca/cerll/FACULTY/CERLL_Faculty/Jim_Cummins/index.html Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==communicative competence==
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* The ability to use a language to communicate effectively and appropriately with other speakers of that language. Includes grammatical, [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], sociolinguistic, and strategic competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==communicative function==
* The purposes for which language is used. Includes three broad functions: communication (the transmission of information), integration (expression of affiliation and belonging to a particular social group), and expression (the display of individual feelings, ideas, and personality). Examples include asking for or giving information, describing past actions, expressing feelings, and expressing regret. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==community-based language schools==
* Classes in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] organized by the ethnic minority community (see also complementary schools). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==comparative analysis==
* The systematic study of a language pair to identify its structural, syntactical, and semantic differences and similarities. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==complex texts==
* Texts that may be above a students’ independent reading level but that can be made comprehensible through careful [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffolding]]. Complex texts vary in terms of genre and typically have one or
more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible input==
* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* A term coined by [https://en.wikipedia.org/wiki/Stephen_Krashen Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula i + 1, where i is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensible output==
* Oral or written language produced by a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] speaker that is comprehensible to the individual or individuals with whom he or she is communicating. [[Caslon_Language_Education_Wikimedia_(S)#second language|Second language]] learners’ need to produce comprehensible output pushes them to pay attention to gaps in their proficiency and thus may prompt them to notice more in the input and motivate them to learn the language they need to express their intended meanings. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==comprehensive language education programs==
* Instructional programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that have been designed by a team of educators who take into consideration the [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], academic, and English language needs of the district’s [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] student populations. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and content-area instruction are taught by certified [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education teacher|bilingual teachers]] and mainstream teachers who have substantial training in [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] methods. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==comprehensive support and improvement (CSI)==
* An intervention plan for schools that have one or more chronically low-performing subgroups on state tests or other achievement measures, as required by the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act (ESSA)]]. Districts must establish CSI plans for the lowest 5% of all schools, and for high schools with less than a 67% graduation rate. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concept attainment==
* Instructional strategy in which students are provided with a series of appropriate and inappropriate examples of a new concept. Students analyze these appropriate and inappropriate examples to formulate a definition of the concept (Bruner, Goodnow, & Austin, 1956). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==concepts of print==
* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* Refers to such reading-related issues as understanding the differences between letters and words and words and spaces; knowing where to start reading and how to do a return sweep to continue reading the next line; and understanding the basic features of a book, such as title, front and back cover, and even how to hold the book properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==concurrent translation==
* A method of teaching in which every statement the teacher makes is directly translated into a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Research has concluded definitively that it is a poor method because it teaches students that they only need to pay attention when information is offered in their more proficient language. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Providing line-by-line translation of teacher instruction or texts into the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Considered a poor use of the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] because it removes the need for students to attend to the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus interferes with [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==connecting language environments==
* Within the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] lesson plan template (via genre, theme, [[Caslon_Language_Education_Wikimedia_(L)#|literacy]] objectives, or [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts), students capitalize on their resources in one language to help them understand in the other. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==consequential validity==
* Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==consultation method==
* An alternative to [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] or [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] services, in which an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]] supports/instructions/methods and [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]] supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==content allocation==
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-area journal==
* Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://en.wikipedia.org/wiki/Stephen_Krashen Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==content objectives==
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==contextual information==
* Background information on students and their prior educational experiences that help frame the interpretation of data. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==continua of biliteracy model==
* [[Caslon_Language_Education_Wikimedia_(F)#framework|Framework]] developed by [http://scholar.gse.upenn.edu/hornberger Nancy Hornberger] to capture [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

* A theoretical model conceived by [http://scholar.gse.upenn.edu/hornberger Hornberger] (2003) that posits an [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]]/[[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] continuum in which [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learning]] is maximized when students can draw from all their existing language skills in two languages. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==continuous progress monitoring==
* A scientific process to assess students’ academic performance, quantify rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==continuum of services framework==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for assessing the learning challenges of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]], identifying appropriate systemic and specific interventions to address those challenges, and monitoring the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]’s response to those interventions. This approach advocates descriptive analysis before explanatory analysis and the immediate provision of services independent of a formal categorization of the student as having a [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] need. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==contrastive analysis==
* Practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] compare and contrast specific areas of their languages. Areas for contrastive analysis include [[Caslon_Language_Education_Wikimedia_(P)#phonology|phonology]], [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphology]], [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and [[Caslon_Language_Education_Wikimedia_(P)#pragmatics|pragmatics]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==convergent biliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the interaction with a written text follows the language of the text but where minority literacy practices are calqued (copied) on majority literacy practices. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==convergent monoliterate model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] where the text is only in the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] but the interactions around the text can occur using the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==conversational fluency/conversational language proficiency==
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [http://www.oise.utoronto.ca/cerll/FACULTY/CERLL_Faculty/Jim_Cummins/index.html Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ English Language Learners at School], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ Special Education Considerations for English Language Learners], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|Academic fluency]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ Young Dual Language Learners] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==corpus planning==
* Language policy activities that focus on the language system itself (e.g., alphabetization). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==''corriente''==
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==criterion-referenced measures==
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] or testing based on established criteria, such as standards, rather than ranking based on the performance of students. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==critical language testing==
* Language testing that takes into consideration a close examination of the uses and consequences of tests in education and society. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==critical metalinguistic awareness==
* Refers to the ability to consciously reflect on the nature of language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/The Translanguaging Classroom] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==critical thinking skills==
* The ability to make reasoned judgments that are logical and well thought out. [https://www.caslonpublishing.com/titles/23/literacy-club/ The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==cross-cultural competence==
* A goal of [[Caslon_Language_Education_Wikimedia_(L)#language education|language education]] programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==cross-language connections==
* The ability to use one language to analyze and understand a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Cross-language connections enable children to develop [[Caslon_Language_Education_Wikimedia_(M)#metacognition|metacognitive]] abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are [[Caslon_Language_Education_Wikimedia_(B)#bidirectional transfer|bidirectional]]. This project uses two types of cross-language connections. The first refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] programs. The second focuses on teaching children the [[Caslon_Language_Education_Wikimedia_(M)#metacognition/metacognitive awareness/understanding|metacognitive]] linguistic skills of cross-language expression in reading and writing. [http://caslonpublishing.com/titles/13/biliteracy-start/ Biliteracy from the Start] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==cross-linguistic transfer==
* Application of a skill or concept learned in one language to a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ Teaching for Biliteracy] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

==cross-sectional data==
* The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ Assessment and Accountability in Language Education Programs] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==crosswalks==
* Ready-made channels for content and language educators to begin to develop a common language and exchange instructional assessment strategies. The primary crosswalk between content and language development standards is the use of academic language to promote learning. From 6.2 (Hilliard and Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==cultural bias==
* Occurs when test items assume background knowledge that is embedded in specific cultural experiences. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ Foundations for Multilingualism in Education] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]

==cultural competence==
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

==cultural distance==
* The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

==culture shock==
* The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ Teaching Adolescent English Language Learners] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

[[#Caslon Language Education Index|Top]]