Academic
language proficiency:
language features and functions related to formal instruction (subject matter
included) at school.
Additive
bilingualism:
process of acquisition of two languages in which the learning of a second language
does not replace the first, rather it is added onto the repertoires of the
first language.
Assimilationist
discourses:
reductionist way of thinking that looks at linguistic and cultural diversity as
a handicap to sociocultural, economic, and political development.
Banking
model of teaching:
view of teaching that emphasizes the role of teacher as an expert who transmits
knowledge to students.
Cognates: words from two
languages with similar sounds and meanings.
Fractional
view of bilingualism:
considers bilinguals as two monolinguals in one person with discrete language
skills.
Funds
of knowledge:
children’s knowledge and skills that are developed in and acquired from home
and the community.
Holistic
view of bilingualism:
the two languages of a bilingual person are integrated in a whole. Concept that
is opposed to the fractional view of bilingualism.
Language
attrition:
the loss of a specific language skill of an individual speaker.
Language
brokering:
the practice of children translating for their parents or other adults in the
community to help them gain access to services or information (De Jong, 2011).
