Caslon Language Education Wikimedia (C)

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)

• 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

Canadian immersion programs

• Bilingual programs for majority language speakers in which initial instruction is in the second language and the first language is introduced later. Foundations for Multilingualism in Education by Ester de Jong

Castañeda v. Pickard

• 1982 Supreme Court ruling that developed a three-pronged test to determine “appropriate action” to meet the needs of ELLs: expert base, resource allocation, and program outcomes. Foundations for Multilingualism in Education by Ester de Jong

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

circumstantial bilingualism

• Acquisition context where becoming bilingual is not a choice but a necessity for survival (also folk bilingualism).Foundations for Multilingualism in Education by Ester de Jong

Civil Rights Act (1974)

• Provides for nondiscrimination in public spaces, including schools. Foundations for Multilingualism in Education by Ester de Jong

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
• The use of two grammatical systems within the same linguistic exchange; can occur within a phrase or sentence (intrasentential code-switching) and across phrases or sentences (intersentential code-switching); serves multiple functions in bilingual or multilingual conversation or text. Foundations for Multilingualism in Education by Ester de Jong

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
• A word that is related to a word in another language (e.g., observe in English to observar in Spanish). Cognates have a common origin and thus are similar or identical in meaning and often in spelling. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
• Words from two languages that have similar sounds and meanings. Foundations for Multilingualism in Education by Ester de Jong

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

common underlying proficiency (CUP)

• Developed by Jim Cummins; a model that stresses the interrelatedness of the two language systems of bilinguals in the brain (also think-tank model). Foundations for Multilingualism in Education by Ester de Jong

communicative competence

• Ability to use language apporpriately, according to context. Foundations for Multilingualism in Education by Ester de Jong

community-based language schools

• Classes in the minority language organized by the ethnic minority community. (also: complementary schools). Foundations for Multilingualism in Education by Ester de Jong

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

continua of biliteracy model

• Framework developed by Nancy Hornberger to capture bilingual proficiency (oral-written; receptive-productive) as it is influenced by medium, context, and content. Foundations for Multilingualism in Education by Ester de Jong

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

culture shock

• The anxiety and feelings of disorientation and confusion produced when a person moves to a completely new environment. The physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin and is unsure as to what is appropriate and what is not. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

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

conversational fluency/conversational language proficiency

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

cultural distance

• The degree of emotional or psychological closeness felt between members of two cultural groups, usually because their values and ways of doing things are similar. It refers to one’s willingness to associate with members of another group because of the degree of affinity felt. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell