Caslon Language Education Wikimedia (I)

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

informal language

• See social language. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

initial literacy instruction

• The teaching of reading and writing when students first encounter print and are beginning to learn to match oral language with text. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

internal structure of a language

• The natural way a language is organized. Literacy instruction that matches the internal structure of the language is characterized by the use of strategies that support literacy development in that language, such as studying vowels first in Spanish and consonants first in English. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

language allocation

• Percentage of the instructional day spent in each language in a bilingual or dual-language program. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

language experience approach (LEA)

• A method of writing instruction in which the teacher puts students’ oral language into print, enabling students to create a comprehensible text in their own words directly related to a shared experience.Teaching for Biliteracy by Karen Beeman and Cheryl Urow

language-majority student

• Speaker of the language used by the majority of the people in the country (e.g., English speaker in the United States). language-minority student: Speaker of a language other than the one used by the majority of the people in the country (e.g., Spanish speaker in the United States); also referred to as an English language learner or a two-language learner.Teaching for Biliteracy by Karen Beeman and Cheryl Urow

letras tramposas (tricky letters)

• Letters in Spanish that produce the same sound (e.g., b/v; c/s/z; c/qu/; j/g; ll/y). They are described as “tricky” because the phonology of Spanish is otherwise regular and transparent. They are often the focus a word wall in Spanish. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

linear discourse pattern

• A communication style often associated with English that involves the use of a minimal number of words to get to the point directly. Contrasts with circular discourse pattern. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

linguistic borrowing

• A characteristic of Spanish in the United States; the use of English words that retain the English meaning (e.g., “lonche”–lunch; “bills”–bills; “puchar”–push). Teaching for Biliteracy by Karen Beeman and Cheryl Urow

linguistic creativity

• Term used in this book to describe the ways students use Spanish and English together. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

literacy

• The ability to use listening, speaking, reading, and writing in a variety of contexts and for a variety of purposes to interact with and understand the world. Teaching for Biliteracy by Karen Beeman and Cheryl Urow