Difference between revisions of "Caslon Language Education Wikimedia (C)"

From Caslon Wiki
Jump to: navigation, search
(content objectives)
(culture shock)
 
(28 intermediate revisions by the same user not shown)
Line 79: Line 79:
  
 
* Words that are similar in two languages because they come from the same root (e.g., education in English and <i>educación</i> in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 
* Words that are similar in two languages because they come from the same root (e.g., education in English and <i>educación</i> in Spanish). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 +
 +
==cognate languages==
 +
* Languages that descend from the same language, such as Spanish and French that descend from Latin. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
  
 
==cognitive academic language proficiency (CALP)==
 
==cognitive academic language proficiency (CALP)==
* A term coined by [http://www.oise.utoronto.ca/cerll/FACULTY/CERLL_Faculty/Jim_Cummins/index.html Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|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 [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]).  [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]
+
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|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 [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]).  [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]
  
* The second stage of the course of language development for English language learners/emergent bilinguals as explained by Cummins (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
+
* The second stage of the course of language development for English language learners/emergent bilinguals as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==cognitive approaches==
 
==cognitive approaches==
Line 96: Line 99:
 
==collaborative inquiry==
 
==collaborative inquiry==
 
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
 
* A process of high-level constituent engagement in the presence of high-quality data. From 4.1 (Lawrence and Darnell) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
 +
 +
==collaborative lesson planning==
 +
* Regularly-scheduled meetings during which general education and English language development teachers collectively choose assignments, set clear goals, develop content and language objectives, select important vocabulary, and identify differentiated instruction and assessment strategies that meet learner needs. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
  
 
==collaborative reading==
 
==collaborative reading==
Line 102: Line 108:
 
==collaborative writing==
 
==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. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
 
* 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. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [[https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
 +
 +
==collectivistic==
 +
* Quality of cultural groups that tend to emphasize group-based identity, rights, and needs, and privilege the interests of the group over the individual. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
  
 
==collocations==
 
==collocations==
Line 116: Line 125:
  
 
==common underlying proficiency (CUP)==
 
==common underlying proficiency (CUP)==
* A model developed by [http://www.oise.utoronto.ca/cerll/FACULTY/CERLL_Faculty/Jim_Cummins/index.html Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
+
* A model developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins] that stresses the inter-relatedness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] in the brain (see also [[Caslon_Language_Education_Wikimedia_(T)#think-tank model|think-tank model]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
  
 
* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
 
* Within a model of language abilities, the deepest level of human processing attribute or capacity that gives rise to all cognitive and linguistic abilities within an individual, regardless of the language(s) used. This proposed attribute accounts for the fact that knowledge or skills that have been learned in one language may readily transfer to the second language. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
Line 142: Line 151:
  
 
==comprehensible input==
 
==comprehensible input==
 +
* Introduced by [https://www.casloncommunity.com/resources/216/ Krashen] (1982) to refer to oral and written language that language learners can understand and that is necessary for [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
 +
 
* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]
 
* Language input provided in the classroom in way that is easier for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLL]] students to understand. This includes the intentional choice of familiar words along with [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] cues, such as visual or gestural supports, for understanding new words. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]
  
* A term coined by [https://en.wikipedia.org/wiki/Stephen_Krashen Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
+
* A term coined by [https://www.casloncommunity.com/resources/216/ Krashen] (1985) that describes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]] process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
  
 
* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula <i>i</i> + 1, where <i>i</i> is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 
* Oral or written language that is slightly above a second language learner’s current level of proficiency in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] and thus provides linguistic input that leads to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. Represented by the formula <i>i</i> + 1, where <i>i</i> is the current level of proficiency, and +1 is input slightly above this level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
Line 161: Line 172:
  
 
==concepts of print==
 
==concepts of print==
 +
* Important early reading skills that include book holding, understanding print directionality, one-to-one matching of spoken and written words, making connections between illustrations and graphics and print, and recognizing punctuation marks. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
 +
 
* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
 
* Emergent literacy skills for young children that reflect basic knowledge about how print functions in text. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
  
Line 181: Line 194:
 
==content allocation==
 
==content allocation==
 
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
 
* Language in which each academic subject will be taught, by grade level, in a [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] or [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
 +
 +
==content assessment==
 +
* Authentic evidence of what a student knows and can do with content. For an [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]], content assessment should seek to separate conceptual understanding from language development as long as the language of the content area is not part of what is being assessed. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
  
 
==content-area journal==
 
==content-area journal==
Line 186: Line 202:
  
 
==content-based instruction (CBI)==
 
==content-based instruction (CBI)==
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://en.wikipedia.org/wiki/Stephen_Krashen Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
+
* Language instruction in which [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] is the goal. The [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] of the content and the requisite terminology of a particular topic are the focus of the language instruction that is designed to reach [[Caslon_Language_Education_Wikimedia_(E)#English language development standards|English language development standards]]. In content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]], teachers use the [[Caslon_Language_Education_Wikimedia_(B)#big idea|big ideas]] of content topics in various content areas (e.g., science, social studies, math, language arts) as a vehicle to learn [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] in English. To make [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction comprehensible, they implement multiple vocabulary-building strategies and use graphic, sensory, and interactive supports to differentiate instruction and assessment according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ English proficiency levels. The origins of content-based [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] methodology, [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered instruction]], and sheltered strategies are based on [https://www.casloncommunity.com/resources/216/ Krashen’s] [[#comprehensible input|comprehensible input]] theory. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
  
 
* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 
* An approach to [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] instruction in which content-area subjects and topics are used as the basis of instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
Line 192: Line 208:
 
==content objectives==
 
==content objectives==
 
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 
* Lesson plan objectives that specify what students should know and be able to do by the end of a lesson related to the targeted academic content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 +
 +
* Lesson plan targets relating to the [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big ideas]] or essential learning. Content objectives are more or less the same for all students. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
  
 
==contextual information==
 
==contextual information==
Line 217: Line 235:
  
 
==conversational discourse==
 
==conversational discourse==
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* Refers to the ways speakers use language for extended, back-and-forth, and purposeful communication. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==conversational fluency/conversational language proficiency==
 
==conversational fluency/conversational language proficiency==
 
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]  
 
* See [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]  
  
* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [http://www.oise.utoronto.ca/cerll/FACULTY/CERLL_Faculty/Jim_Cummins/index.html Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work.  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
+
* The language people use in everyday communication, or social language, developed primarily through conversation. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
 +
 
 +
* The type of English that is acquired through everyday social interaction. It generally takes [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] approximately one to two years to acquire conversational fluency. Contrast [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]]. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|basic interpersonal communication skills (BICS)]] to refer to this concept in his earlier work.  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
  
 
* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
 
* The highly contextualized language productions used during everyday conversation in face-to-face interaction, also known as [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. According to research, it generally takes one to three years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]], while it takes much longer to develop the [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for school success. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
Line 229: Line 249:
  
 
==cooperative learning==
 
==cooperative learning==
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* A process in which small groups of students collaborate and interact to accomplish a specific learning task or activity. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==corpus planning==
 
==corpus planning==
Line 235: Line 255:
  
 
==corrective feedback==
 
==corrective feedback==
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* Refers to various forms of feedback to language learners designed to help them recognize and correct errors in their language production. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==''corriente''==
 
==''corriente''==
 
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
 
* The Spanish word for current, used here to indicate different and fluid language and cultural practices that flow through classrooms, even when invisible. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
 +
 +
==co-teaching==
 +
* A teaching model in which two experts with different backgrounds, such as an [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] teacher and a general content teacher, teach a class together. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
  
 
==criterion-referenced measures==
 
==criterion-referenced measures==
Line 244: Line 267:
  
 
==criterion-referenced test==
 
==criterion-referenced test==
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* Test designed to measure the degree to which students have mastered tested content. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==critical language testing==
 
==critical language testing==
Line 266: Line 289:
 
==cross-sectional data==
 
==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. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
 
* 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. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
 +
 +
==cross-training==
 +
* Professional learning opportunities in which teachers with one type of expertise (e.g., content teachers) gain skills in another area (e.g., language learning and teaching). [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
  
 
==crosswalks==
 
==crosswalks==
Line 274: Line 300:
  
 
==cultural competence==
 
==cultural competence==
 +
* The ability to maintain one’s own cultural stance while respecting the perspectives of another. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
 +
 
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
 
* The ability of educators to successfully teach students who come from cultures other than their own. Cultural competence entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching ([https://www.wi.edu/psyd-faculty-jerry-diller Diller] & [http://ecampus.oregonstate.edu/about/learn-more/faculty/moule.htm Moule], 2005). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
  
 
==cultural distance==
 
==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. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]
 
* 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. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]
 +
 +
==culturally responsive teachers==
 +
* Teachers who provide instruction that relates to students’ cultural backgrounds in terms of content and learning orientation and style while preparing them to participate in new cultural practices. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
  
 
==culturally sustaining pedagogies==
 
==culturally sustaining pedagogies==
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* Pedagogies that aim to address issues of power and social inequities through positive social transformation by sustaining linguistic, literate, and cultural pluralism in classrooms and schools. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==culture shock==
 
==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. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]
 
* 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. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]
 +
 +
*A stressful transitional period when individuals move from a familiar cultural environment to an unfamiliar one, and the individual feels disoriented and threatened.[https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
 +
 +
==culture stress==
 +
* Refers to the long-term impact of dealing with cultural differences.[https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
  
 
  [[#Caslon Language Education Index|Top]]
 
  [[#Caslon Language Education Index|Top]]

Latest revision as of 19:49, 19 July 2019

Contents

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)

close reading

clustering

code-switching

cognate(s)

cognate languages

cognitive academic language proficiency (CALP)

  • The second stage of the course of language development for English language learners/emergent bilinguals as explained by Cummins (1981). It is preceded by basic interpersonal communicative skills (BICS). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

cognitive approaches

coherence

collaboration

collaborative inquiry

collaborative lesson planning

collaborative reading

collaborative writing

collectivistic

collocations

common assessments

Common Core State Standards (CCSS)

common measures

common underlying proficiency (CUP)

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

comparative analysis

complex texts

  • Texts that may be above a students’ independent reading level but that can be made comprehensible through careful scaffolding. Complex texts vary in terms of genre and typically have one or

more of the following features: high lexical density, complex syntax, implicit meaning, figurative language, archaic language, literary devices, and others. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

comprehensible input

  • Language input provided in the classroom in way that is easier for DLL students to understand. This includes the intentional choice of familiar words along with scaffolding cues, such as visual or gestural supports, for understanding new words. Young Dual Language Learners by Karen N. Nemeth
  • A term coined by Krashen (1985) that describes the scaffolding process in which teachers explicitly adjust their speech and use instructional supports so that new information is understood. ESL teachers implement comprehensible input by explaining concepts and academic tasks clearly. They use speech appropriate for students’ language proficiency (slower rate, gestures, simple sentences) without using slang or idioms. They use visuals, graphic organizers, word sorts, word maps, and Venn diagrams to teach vocabulary words and support instruction throughout the lessons. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

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, third edition by Wayne E. Wright

comprehensive language education programs

comprehensive support and improvement (CSI)

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, & 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 the book properly. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

concurrent translation

connecting language environments

consequential validity

  • Validity concerns focused on the consequences associated with the interpretation and use of test scores. Emphasizes that decisions with high-stakes consequences for students, teachers, and schools should not be based on invalid interpretations of student test scores. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

consultation method

  • An alternative to push-in or pull-out services, in which an English as a second language (ESL) teacher provides consultative support to the classroom teacher but does not provide direct services to a particular child. This method is used in some early childhood programs, particularly at the preschool level. The ESL teacher assists in assessing the child’s language support needs and collaborates with the classroom teacher to plan the teaching strategies to meet the child’s needs. Supports are not provided in isolated periods of direct service, which means they can be embedded in the child’s school day, all day, every day, by the classroom teacher and any other specialists who might work with that child. Compare to pull-out supports/instructions/methods and push-in supports/instructions/methods. Young Dual Language Learners by Karen N. Nemeth

content allocation

content assessment

content-area journal

content-based instruction (CBI)

content objectives

contextual information

continua of biliteracy model

continuous progress monitoring

continuum of services framework

contrastive analysis

convergent biliterate model of language and literacy

convergent monoliterate model of language and literacy

conversational discourse

conversational fluency/conversational language proficiency

  • The level of informal fluency in a language that is sufficient to support conversations and informal interactions, but is not quite at the level needed for full participation in academic learning—also known as playground fluency. Compare to Academic fluency. Young Dual Language Learners by Karen N. Nemeth

cooperative learning

corpus planning

corrective feedback

corriente

co-teaching

criterion-referenced measures

criterion-referenced test

critical language testing

critical metalinguistic awareness

critical thinking skills

cross-cultural competence

cross-language connections

cross-linguistic transfer

cross-sectional data

cross-training

crosswalks

cultural bias

cultural competence

cultural distance

culturally responsive teachers

culturally sustaining pedagogies

culture shock

culture stress

Top