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

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(language proficiency)
(language proficiency)
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==language proficiency==
 
==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 [[Caslon_Language_Education_Wikimedia_(B)#sheltered instruction|BICS]] and [[Caslon_Language_Education_Wikimedia_(C)#sheltered instruction|CALP]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell]
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* 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 [[Caslon_Language_Education_Wikimedia_(B)#basic interpersonal communication skills (BICS)|BICS]] and [[Caslon_Language_Education_Wikimedia_(C)#sheltered instruction|CALP]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell]
  
 
==<i>letras tramposas</i> (tricky letters)==
 
==<i>letras tramposas</i> (tricky letters)==

Revision as of 19:17, 6 November 2015

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

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-majority student

language-minority student

  • 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

letras tramposas (tricky letters)

linear discourse pattern

linguistic borrowing

linguistic creativity

literacy