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

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* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and <i>elefante</i>. 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/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]
 
* Pairs of words in two etymologically related languages that have similar meanings and sound very similar, such as elephant and <i>elefante</i>. 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/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]
  
* Words that are similar in two languages because they come from the same root (e.g., education in English and <i>educación</i> in Spanish). [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* Words that are similar in two languages because they come from the same root (e.g., education in English and <i>educación</i> in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
* 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/ <i>Common Core, Bilingual and English Language Learners</i>] 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 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/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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==cognitive approaches==
 
==cognitive approaches==
* Approaches to language learning and teaching focused on the cognitive processes in the brain of the learner. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* 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/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==coherence==
 
==coherence==
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==Common Core State Standards (CCSS)==
 
==Common Core State Standards (CCSS)==
* New “[[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. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* New “[[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/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==common measures==
 
==common measures==
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* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
 
* Ability to use language apporpriately, according to context. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] 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. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* 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/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==communicative function==
 
==communicative function==
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==communicative language teaching (CLT)==
 
==communicative language teaching (CLT)==
* Language teaching approaches, methods, strategies, and techniques that focus on helping students develop communicative competence. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* 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/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==community-based language schools==
 
==community-based language schools==
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* 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/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
 
* 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/ <i>Implementing Effective Instruction for English Language Learners</i>] 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. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* 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/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==comprehensible output==
 
==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. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* 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/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==comprehensive language education programs==
 
==comprehensive language education programs==
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* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
 
* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] 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 it properly. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* 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 it properly. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==concurrent translation==
 
==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/ <i>Biliteracy from the Start</i>] 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]
 
* 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/ <i>Biliteracy from the Start</i>] 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. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* 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/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==connecting language environments==
 
==connecting language environments==
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* 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/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
 
* 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/ <i>Implementing Effective Instruction for English Language Learners</i>] 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. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* 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/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==contextual information==
 
==contextual information==
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==cooperative learning==
 
==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* 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/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==corpus planning==
 
==corpus planning==
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==criterion-referenced test==
 
==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==critical metalinguistic awareness==
 
==critical metalinguistic awareness==

Revision as of 15:31, 7 June 2019

Contents

Caslon Language Education Index

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

calco (calque)

Canadian immersion programs

Castañeda v. Pickard

choral reading

circular discourse pattern

circumstantial bilingualism

Civil Rights Act (1974)

clustering

code-switching

cognate(s)

cognitive academic language proficiency (CALP)

  • The second stage of the course of language development for English language learners/emergent bilinguals as explained by 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 Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

cognitive approaches

coherence

collaboration

collaborative inquiry

collaborative reading

collaborative writing

collocations

common assessments

Common Core State Standards (CCSS)

common measures

common underlying proficiency (CUP)

communicative competence

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. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

communicative language teaching (CLT)

community-based language schools

comparative analysis

comprehensible input

  • Language input provided in the classroom in way that is easier for DLL students to understand. This includes the intentional choice of familiar words along with scaffolding cues, such as visual or gestural supports, for understanding new words. Young Dual Language Learners by Karen N. Nemeth
  • A term coined by Krashen (1985) that describes the scaffolding process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. ESL teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ 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. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

comprehensible output

  • Oral or written language produced by a second language speaker that is comprehensible to the individual or individuals with whom he or she is communicating. 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. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

comprehensive language education programs

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). Teaching for Biliteracy by Karen Beeman and Cheryl Urow

concepts of print

  • 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 it properly. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

concurrent translation

connecting language environments

consultation method

  • An alternative to push-in or pull-out services, in which an 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 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 pull-out supports/instructions/methods and push-in supports/instructions/methods. Young Dual Language Learners by Karen N. Nemeth

content allocation

content-area journal

content-based instruction (CBI)

contextual information

continua of biliteracy model

continuous progress monitoring

continuum of services framework

contrastive analysis

convergent biliterate model of language and literacy

convergent monoliterate model of language and literacy

conversational fluency/conversational language proficiency

  • 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 Academic fluency. Young Dual Language Learners by Karen N. Nemeth

cooperative learning

corpus planning

corriente

criterion-referenced measures

criterion-referenced test

critical metalinguistic awareness

critical thinking skills

cross-cultural competence

cross-language connections

cross-linguistic transfer

cross-sectional data

crosswalks

cultural bias

cultural competence

cultural distance

culture shock

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