Caslon Language Education Wikimedia (B)

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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

balanced bilingual

banking model of teaching

basic interpersonal communication skills (BICS)

  • A term coined by Jim Cumminsthat refers to the type of language proficiency that is acquired through face-to-face communication and that is necessary for social interactions, including those that occur in a classroom. This type of conversational language proficiency is both context embedded (the context makes the meaning clear) and cognitively undemanding (the concept is easily acquired). BICS or conversational language proficiency develops relatively quickly, usually within two years, provided the learner has access to English speakers (see CALP). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

bias

  • Tendency toward a particular ideology, result, or preference. When applied to tests, it implies that the test systematically advantages or disadvantages a particular group of students on a particular criterion not considered relevant for outcomes, such as race or gender. Foundations for Multilingualism in Education by Ester de Jong

big idea

Bilingual Education Act

bilingual learner

Bilingual program

  • A program that uses two languages for instruction. In bilingual programs in the United States, English language learners receive content instruction in their native language and English as a second language instruction. There are different types of bilingual education programs, including transitional bilingual education (TBE), developmental bilingual education (DBE), and dual-language or two-way immersion programs (TWI). The differences stem from the length of time students are placed in the program and how dedicated the program is to cultivating lasting knowledge and growth in the primary language. TBE programs use the native language temporarily, and the goal is to transition to English, whereas DBE programs aim to maintain the native language while developing proficiency in English. Like DBE programs, dual language or two-way immersion programs also seek to promote bilingualism, biliteracy, and biculturalism for all students enrolled. (see dual–language program; see two-way immersion program). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

bilingualism/multilingualism

  • The ability to understand and use two (or more) languages in particular contexts and for particular purposes. Bilinguals can have the same levels of proficiency in both languages (e.g., advanced in both) or different levels of proficiency (e.g., advanced in one and beginning or intermediate in the other). Bilinguals do not necessarily have the same level of proficiency in speaking, listening, reading, and writing in the languages they know. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

biliteracy

Bridge, the

  • The instructional moment in teaching for biliteracy when teachers bring the two languages together, guiding students to actively engage in contrastive analysis of the two languages by visually placing them side by side and to transfer the academic content they have learned in one language to the other language. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Bridge anchor chart

bridging