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

Revision as of 18:46, 21 August 2015

Caslon Language Education Index

A, B, C, R, S,

contrastive analysis

• Practice in which bilinguals compare and contrast specific areas of their languages. Areas for contrastive analysis include phonology, morphology, syntax and grammar, and pragmatics. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

basic interpersonal communication skills (BICS)

• A term coined by Jim Cumminsthat refers to the type of language proficiency that is acquired through face-to-face communication and that is necessary for social interactions, including those that occur in a classroom. This type of conversational language proficiency is both context embedded (the context makes the meaning clear) and cognitively undemanding (the concept is easily acquired). BICS or conversational language proficiency develops relatively quickly, usually within two years, provided the learner has access to English speakers (see CALP). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

big idea

• Statement, also referred to as an essential or enduring understanding, grounded in learning standards and a theme. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

bilingual learner

• Student whose knowledge is shared across two languages. In this book, used synonymously with two-language learner. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Bilingual program

• A program that uses two languages for instruction. In bilingual programs in the United States, English language learners receive content instruction in their native language and English as a second language instruction. There are different types of bilingual education programs, including transitional bilingual education (TBE), developmental bilingual education (DBE), and dual-language or two-way immersion programs (TWI). The differences stem from the length of time students are placed in the program and how dedicated the program is to cultivating lasting knowledge and growth in the primary language. TBE programs use the native language temporarily, and the goal is to transition to English, whereas DBE programs aim to maintain the native language while developing proficiency in English. Like DBE programs, dual language or two-way immersion programs also seek to promote bilingualism, biliteracy, and biculturalism for all students enrolled. (see dual–language program; see two-way immersion program). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

biliteracy

• The ability to read, write, and speak in two languages for a range of communication purposes. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Bridge, the

• The instructional moment in teaching for biliteracy when teachers bring the two languages together, guiding students to actively engage in contrastive analysis of the two languages by visually placing them side by side and to transfer the academic content they have learned in one language to the other language. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Bridge anchor chart

• Visual support that demonstrates similarities and differences between Spanish and English. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

bridging

• Making cross-linguistic connections. Teaching for Biliteracy by Karen Beeman and Cheryl Urow