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

choral reading

• A method that involves students and teacher reading aloud in unison. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

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
• The alternation of languages within one linguistic context. This may take place within sentences (intrasententially) or in alternating sentences (intersententially). It is rule-governed behavior that requires a high degree of understanding of each of the languages being inserted into the communication. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

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
• Words in different languages that share an etymological root resulting in similar spelling, meaning, and pronunciation. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

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

collaborative reading

• A reading approach wherein the teacher creates opportunities for children to read with peers and monitors their work for the purpose supporting a deeper understanding of the text. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

collaborative writing

• An approach to teaching writing in which children write with their peers and the teacher monitors their work, providing further assistance as needed. It encourages greater student involvement in the actual encoding, revising, editing and publishing processes. It is also an opportunity for students to talk about what they intend to write. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

common measures

• See standard measures. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

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

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

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

concurrent translation

• A method of teaching in which every statement the teacher makes is directly translated into a 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. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

connecting language environments

• Within the Literacy Squared lesson plan template (via genre, theme, literacy objectives, or bilingual texts), students capitalize on their resources in one language to help them understand in the other.Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

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

contextual information

• Background information on students and their prior educational experiences which help frame the interpretation of data. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

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

conversational fluency/conversational language proficiency

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

corpus planning

• Language policy activities that focus on the language system itself, e.g., alphabetization. Foundations for Multilingualism in Education by Ester de Jong

criterion-referenced measures

• A form of assessment or testing based on established criteria, such as standards, rather than ranking based on the performance of students. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

cross-cultural competence

• A goal of language education programs whereby students are able to comfortably interact and negotiate in various cultural settings and norms. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

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

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

cross-sectional data

• The comparison of the same type of information on different groups of students from year to year, such as examining the achievement of 3rd graders. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

cultural bias

• Occurs when test item assume background knowledge that is embedded in specific cultural experiences. Foundations for Multilingualism in Education by Ester de Jong

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

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