Caslon Language Education Wikimedia (L)

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

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 loss

• A condition in which a person who originally spoke one language (e.g., Navajo) no longer retains any functional proficiency in that language because it was replaced with another language. Language loss can also occur on the community level. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

language majority

• Speaker of the language used by the majority of the people in the country (e.g., English speaker in the United States). Teaching for Biliteracy by Karen Beeman and Cheryl Urow

language minority

• 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

• A term applied to students who come from a minority group and speak a language other than English, including those whose first language is not English or those who speak a variety of English, as used in a foreign country or U.S. possession, that is so distinct that ELL instruction is necessary (e.g. Liberian English). These students may or may not be proficient in English.Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

language proficiency

• The ability to use language accurately and appropriately in its oral and written forms in a variety of settings. Proficiency varies as a function of the context, purpose, and content of communication (see BICS and CALP). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

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 of a word wall in Spanish. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

limited formal schooling (LFS)

• The condition of students who enter U.S. schools with little or no schooling in their native language. These students must develop literacy for the first time and acquire the academic content knowledge and skills they have missed. A newcomer program is one that is designed for students who lack prior schooling and must learn to read and write for the first time. These programs generally try to accelerate learning as much as possible to make up for lost time and often do so by extended schooling options (extended day, year) (see newcomer program). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

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