Difference between revisions of "Caslon Language Education Wikimedia (C)"
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| − | * Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., | + | * Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] (e.g., photosynthesis–<I>fotosíntesis</I>; energy–<i>energía</I>; electricity–<i>electricidad</i>).[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] |
==concept attainment== | ==concept attainment== | ||
Revision as of 21:06, 21 September 2015
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)
- Phrase copied from one language and used in the other, retaining the original meaning; similar to linguistic borrowing. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
circular discourse pattern
- Communication style often associated with Spanish that involves the use of multiple words and details to get to the point indirectly. Contrasts with linear discourse pattern. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
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
- Words that emanate from the same root and have similar meanings, spellings, and pronunciations. Spanish and English share between 10,000 and 15,000 cognates in the area of academic language (e.g., photosynthesis–fotosíntesis; energy–energía; electricity–electricidad).Teaching for Biliteracy by Karen Beeman and Cheryl Urow
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
- Language in which each academic subject will be taught, by grade level, in a bilingual or dual-language program. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
content-area journal
- Place for students to respond in writing to the content they are learning. The focus is on using writing to learn. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
contrastive analysis
- Practice in which bilinguals compare and contrast specific areas of their languages. Areas for contrastive analysis include phonology, morphology, syntax and grammar, and pragmatics. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
cross-linguistic transfer
- Application of a skill or concept learned in one language to a second language. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
