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

Revision as of 18:15, 22 September 2015

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

Percentage of the instructional day spent in each language in a bilingual or dual-language program. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

A method of writing instruction in which the teacher puts students’ oral language into print, enabling students to create a comprehensible text in their own words directly related to a shared experience. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Speaker of the language used by the majority of the people in the country (e.g., English speaker in the United States). Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Speaker of a language other than the one used by the majority of the people in the country (e.g., Spanish speaker in the United States); also referred to as an English language learner or a two-language learner. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Letters in Spanish that produce the same sound (e.g., b/v; c/s/z; c/qu/; j/g; ll/y). They are described as “tricky” because the dual-language phonology of Spanish is otherwise regular and transparent. They are often the focus of a word wall in Spanish. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

A communication style often associated with English that involves the use of a minimal number of words to get to the point directly. Contrasts with circular discourse pattern. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

A characteristic of Spanish in the United States; the use of English words that retain the English meaning (e.g., “lonche”–lunch; “bills”–bills; “puchar”–push). Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Term used in this book to describe the ways students use Spanish and English together. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

The ability to use listening, speaking, reading, and writing in a variety of contexts and for a variety of purposes to interact with and understand the world. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

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 ==<i>letras tramposas</i> (tricky letters)==
-* Letters in Spanish that produce the same sound (e.g., b/v; c/s/z; c/qu/; j/g; ll/y). They are described as “tricky” because the phonology of Spanish is otherwise regular and transparent. They are often the focus of a word wall in Spanish. [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]
+* Letters in Spanish that produce the same sound (e.g., b/v; c/s/z; c/qu/; j/g; ll/y). They are described as “tricky” because the dual-language [[program|phonology]] of Spanish is otherwise regular and transparent. They are often the focus of a word wall in Spanish. [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]
 == linear discourse pattern==