Difference between revisions of "Caslon Language Education Wikimedia (C)"

Revision as of 20:41, 10 September 2015

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Phrase copied from one language and used in the other, retaining the original meaning; similar to linguistic borrowing. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with linear discourse pattern. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Use by a 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. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

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 academic language (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).Teaching for Biliteracy by Karen Beeman and Cheryl Urow

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, and Austin, 1956).Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Revision as of 20:40, 10 September 2015 (view source) Caslon (Talk \| contribs) (→‎cognates) ← Older edit		Revision as of 20:41, 10 September 2015 (view source) Caslon (Talk \| contribs) (→‎concept attainment) Newer edit →
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	==concept attainment==		==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, and Austin, 1956).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]	+	* 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, and Austin, 1956).[http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]