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

Revision as of 16:48, 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

CALP/cognitive academic language proficiency

• 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 (see BICS). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

calco (calque)

• Phrase copied from one language and used in the other, retaining the original meaning; similar to linguistic borrowing. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

circular discourse pattern

• Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with linear discourse pattern. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

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

• 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

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

• Language in which each academic subject will be taught, by grade level, in a bilingual or dual-language program. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

content-area journal

• Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

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

cross-linguistic transfer

• Application of a skill or concept learned in one language to a second language. Teaching for Biliteracy by Karen Beeman and Cheryl Urow