Caslon Language Education Wikimedia (C)

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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

cognates

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 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 for understanding new words such as visual or gestural supports. 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
  • Oral or written language that is slightly above a second language learner’s current level of proficiency in the second language and thus provides linguistic input that leads to 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. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

comprehensive language education programs

  • Instructional programs for ELLs that have been designed by a team of educators who take into consideration the literacy, academic, and English language needs of the district’s ELL student populations. ESL, literacy, and content area instruction is taught by certified ESL and bilingual teachers and mainstream teachers who have substantial training in sheltered instruction methods. 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

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

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

  • Providing line-by-line translation of teacher instruction or texts into the students’ home language. Considered a poor use of the home language because it removes the need for students to attend to the second language and thus interferes with second language acquisition. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

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)

  • Language instruction in which English language development is the goal. The big ideas of the content and the requisite terminology of a particular topic is the focus of the language instruction that is designed to reach English language development standards. In content-based ESL, teachers use the big ideas of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn academic language in English. In order to make 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 ELLs’ English proficiency levels. The origins of content-based ESL methodology, sheltered instruction, and sheltered strategies are based on Krashen’s comprehensible input theory. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

contextual information

continua of biliteracy model

continuum of services framework

contrastive analysis

conversational fluency/conversational language proficiency

  • The type of English that is acquired through everyday social interaction. It generally takes English language learners approximately one to two years to acquire conversational fl uency. Contrast academic language proficiency. Cummins used the term basic interpersonal communication skills (BICS) to refer to this concept in his earlier work. English Language Learners at School by Else Hamayan and Rebecca Field
  • 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

criterion-referenced measures

criterion-referenced test

cross-cultural competence

cross-language connections

  • The ability to use one language to analyze and understand a second language. Cross-language connections enable children to develop metacognitive abilities and knowledge about their two languages and how they are the same and different. Cross-language connections are bidirectional. This project uses two types of cross language connections. The first cross-language connection refers to specific methods that the model has adapted from Mexico and modified for use in U.S. English/Spanish literacy programs. The second focuses on teaching children the metacognitive linguistic skills of cross-language expression in reading and writing. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

cross-linguistic transfer

cross-sectional data

cultural bias

cultural competence

  • The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching (Diller & Moule, 2005). Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

cultural distance

culture shock

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