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)

  • 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

cognitive approaches

collaborative reading

collaborative writing

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

  • 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

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

connecting language environments

content allocation

content-area journal

content-based instruction (CBI)

contextual information

continua of biliteracy model

continuum of services framework

contrastive analysis

conversational fluency/conversational language proficiency

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 distance

culture shock

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