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

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(CALP/cognitive academic language proficiency)
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[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(Y) Y],
 
[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(Y) Y],
 
[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(Z) Z]
 
[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(Z) Z]
 
==cognitive academic language proficiency (CALP)==
 
* A term coined by Jim Cummins that refers to the type of 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 [[Caslon_Language_Education_Wikimedia_(B)#BICS|(see BICS)]].  [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell]
 
  
 
==<i>calco</i> (calque)==
 
==<i>calco</i> (calque)==
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==cognates==
 
==cognates==
 
* 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–<I>fotosíntesis</I>; energy–<i>energía</I>; electricity–<i>electricidad</i>).[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]
 
* 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–<I>fotosíntesis</I>; energy–<i>energía</I>; electricity–<i>electricidad</i>).[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]
 +
 +
==cognitive academic language proficiency (CALP)==
 +
* A term coined by Jim Cummins that refers to the type of 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 [[Caslon_Language_Education_Wikimedia_(B)#BICS|(see BICS)]].  [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell]
  
 
==concept attainment==
 
==concept attainment==

Revision as of 16:50, 6 November 2015

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)

circular discourse pattern

code-switching

  • 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

cognates

cognitive academic language proficiency (CALP)

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). Teaching for Biliteracy by Karen Beeman and Cheryl Urow

content allocation

content-area journal

contrastive analysis

cross-linguistic transfer