Glossary

CALP

Developed by Jim Cummins (1984), Cognitive/Academic Language Proficiency (CALP) is the language ability required for academic achievement in a context-reduced environment. Examples of context-reduced environments include classroom lectures and textbook reading assignments. CALP is distinguished from Basic Interpersonal Communication Skills (BICS) (Baker, 2000).

Case study

An in-depth study of an individual unit such as an individual, a group, an institution, an organization or a program. The case may be an individual, a city, an event, a system, or any other possible object for analysis. The advantage of the case study method is that is allows more intensive analyses of specific empirical details. However, it is difficult to use the results to generalize to other cases.

Character Education

Deliberate instruction in basic values and
morals, ideally woven into lessons throughout the curriculum. A national
movement is under way to include character education in school curricula as a
means of addressing what many educators, policymakers, and community members
view as a decline in values among children, particularly honesty, respect,
responsibility, empathy, and civic duty. ^[6]

Child

As defined in the No Child Left Behind Act of 2001:^[3]

The term child' means any person within the age limits for which the State provides free public education.

Child with a Disability

As defined in the No Child Left Behind Act of 2001:^[3]

The term child with a disability' has the same meaning given that term in section 602 of the Individuals with Disabilities Education Act.

Code-mixing

Sometimes used to describe the mixing of two languages at the word level (i.e. one word in the sentence is in a different language) (Baker & Jones, 1998).

Code-switching

The term used to describe any switch among languages in the course of a conversation, whether at the level of words, sentences or blocks of speech. Code-switching most often occurs when bilinguals are in the presence of other bilinguals who speak the same languages (Baker & Jones, 1998).

Cognates

Words in different languages related to the same root, e.g. education (English) and educación (Spanish).

Common Underlying Proficiency (CUP)

Cummins' theory that two languages work in an integrated manner in one underlying, central thinking system. Skills that are not directly connected to a particular language, such as subtraction, using a computer, or reading may be transferred from one language to another once the concept is understood since they exist as part of the common proficiency. Skills that are specific to a language (idioms, punctuation) may be kept separate (Baker & Jones, 1998). The opposing theory is Separate Underlying Proficiency (SUP).

Communicative Competence

The ability to interact appropriately with others by knowing what to say, to whom, when, where, and how (Hymes, 1972).

Communicative-based ESL

This approach to teaching English as a second language (also referred to as the functional approach or communicative approach) is based on the theory that language is acquired through exposure to meaningful and comprehensible messages, rather than being learned through the formal study of grammar and vocabulary. The goal of communicative-based ESL is communicative competence (Baker, 2001).

Community-based Organization

As defined by the No Child Left Behind Act of 2001:^[3]

The term community-based organization' means a public or private nonprofit organization of demonstrated effectiveness that —
(A) is representative of a community or significant segments of a community; and
(B) provides educational or related services to individuals in the community.

Comprehensible Input

An explanation of language learning, proposed by Krashen, that language acquisition is a result of learners being exposed to language constructs and vocabulary that are slightly beyond their current level. This "input" is made comprehensible to students by creating a context that supports its meaning (Krashen, 1981).

Conclusion

The conclusion responds to the original question and hypothesis to answer the question: What did the study show? It should bring coherence to the study.

Concurrent Translation

A bilingual teaching approach in which the teacher uses two languages interchangeably during instruction. When not carefully planned, this approach may lead to pedagogically random code-switching which may not meet instructional objectives. In addition, students often learn to tune out the language they do not understand and wait for the information in the language they do understand. For a more effective approach, see new concurrent approach (Lessow-Hurley, 1990).