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

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(concept attainment)
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==content allocation==
 
==content allocation==
* Language in which each academic subject will be taught, by grade level, in a bilingual or dual-language program. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]
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* Language in which each academic subject will be taught, by grade level, in a bilingual or [[Caslon_Language_Education_Wikimedia_(D)#dual-language program|dual-language program]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]

Revision as of 20:54, 10 September 2015

Caslon Language Education Index

A, B, C, D, E, F, G, H, H, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

calco (calque)

circular discourse pattern

code-switching

  • Use by a bilingual person of both languages in conversation, usually in a social context where the mixing of languages is appropriate (e.g., Llegaste tarde again). Phrases that include code-switching follow grammar and phonological rules. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

cognates

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

content allocation