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

From Caslon Wiki
Jump to: navigation, search
Line 72: Line 72:
 
* 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/landing//nemeth.karen/ 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/landing//nemeth.karen/ 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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html 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). [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/landing//wright.wayne/ Wayne E. Wright]
  
 
==cognitive academic language proficiency (CALP)==
 
==cognitive academic language proficiency (CALP)==
Line 78: Line 78:
  
 
==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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
+
* 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/landing//wright.wayne/ Wayne E. Wright]
  
 
==collaborative reading==
 
==collaborative reading==
Line 90: Line 90:
  
 
==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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html 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. [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/landing//wright.wayne/ Wayne E. Wright]
  
 
==common measures==
 
==common measures==
Line 103: Line 103:
 
* 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/landing//dejong.ester/  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/landing//dejong.ester/  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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html 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. [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/landing//wright.wayne/ Wayne E. Wright]
  
 
==communicative function==
 
==communicative function==
Line 109: Line 109:
  
 
==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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
+
* 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/landing//wright.wayne/ Wayne E. Wright]
  
 
==community-based language schools==
 
==community-based language schools==
Line 119: Line 119:
 
* 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/landing//wagner.suzanne/ Suzanne Wagner] and [[https://www.caslonpublishing.com/landing//king.tamara/ 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/landing//wagner.suzanne/ Suzanne Wagner] and [[https://www.caslonpublishing.com/landing//king.tamara/ 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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html 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. [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/landing//wright.wayne/ 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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html 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. [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/landing//wright.wayne/ Wayne E. Wright]
  
 
==comprehensive language education programs==
 
==comprehensive language education programs==
Line 131: Line 131:
  
 
==concepts of print==
 
==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. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html 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. [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/landing//wright.wayne/ 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 [http://www.colorado.edu/education/people/kathy-escamilla Kathy Escamilla], [http://www.colorado.edu/education/people/susan-hopewell Susan Hopewell], [http://www.colorado.edu/education/people/sandra-butvilofsky%C2%A0 Sandra Butvilofsky], [http://www.colorado.edu/education/people/wendy-sparrow Wendy Sparrow], [http://www.colorado.edu/education/people/lucinda-soltero-gonz%C3%A1lez Lucinda Soltero-González], [http://literacysquared.org/?page_id=185 Olivia Ruiz-Figueroa], and [http://www.colorado.edu/education/people/manuel-escamilla 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 [http://www.colorado.edu/education/people/kathy-escamilla Kathy Escamilla], [http://www.colorado.edu/education/people/susan-hopewell Susan Hopewell], [http://www.colorado.edu/education/people/sandra-butvilofsky%C2%A0 Sandra Butvilofsky], [http://www.colorado.edu/education/people/wendy-sparrow Wendy Sparrow], [http://www.colorado.edu/education/people/lucinda-soltero-gonz%C3%A1lez Lucinda Soltero-González], [http://literacysquared.org/?page_id=185 Olivia Ruiz-Figueroa], and [http://www.colorado.edu/education/people/manuel-escamilla 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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html 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. [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/landing//wright.wayne/ Wayne E. Wright]
  
 
==connecting language environments==
 
==connecting language environments==
Line 153: Line 153:
 
* 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/landing//wagner.suzanne/ Suzanne Wagner] and [[https://www.caslonpublishing.com/landing//king.tamara/ 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/landing//wagner.suzanne/ Suzanne Wagner] and [[https://www.caslonpublishing.com/landing//king.tamara/ 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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html 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. [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/landing//wright.wayne/ Wayne E. Wright]
  
 
==contextual information==
 
==contextual information==
Line 185: Line 185:
  
 
==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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
+
* 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/landing//wright.wayne/ Wayne E. Wright]
  
 
==corpus planning==
 
==corpus planning==
Line 197: Line 197:
  
 
==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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
+
* 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/landing//wright.wayne/ Wayne E. Wright]
  
 
==critical metalinguistic awareness==
 
==critical metalinguistic awareness==

Revision as of 21:53, 7 November 2016

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

  • 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

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

cognitive academic language proficiency (CALP)

cognitive approaches

collaborative reading

collaborative writing

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

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, second 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, second 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

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

cross-cultural competence

cross-language connections

cross-linguistic transfer

cross-sectional data

cultural bias

cultural competence

cultural distance

culture shock

Top