Alternative Program (ALT) Correct Answer: Refers to one of three defined
program options for English Learners in California. It is defined as a language
acquisition process in which English learners receive ELD instruction targeted to
their English proficiency level and academic subjects are taught in the primary
language, as defined by the school district. Placement in an alternative program is
triggered by the parents through a parental exception waiver ( e.g. bilingual/dual
programs)
Bridging or Advanced Correct Answer: Refers to students at the advanced level of
English Language Development. They continue to learn and apply a range of high-
level English language skills in a wide variety of contexts, including comprehension
and production of highly technical texts. The " Bridge" alluded to the transition to
full engagement in grade-level academic tasks and activities in a variety of
content areas without the need for specialized English language development
instruction.
CAHSEE (California High School Exit Examination) Correct Answer: Has two parts:
English Language Arts (ELA) and mathematics. By law, each part is aligned with
California's academic content standards adopted by the State Board of Education
(SBE). The primary purpose of the CAHSEE are to: 1. Significantly improve student
achievement in public schools and 2. To ensure that students who graduate from
public high schools can demonstrated grade-level competency in reading,writing
and mathematics. All California public school students, except elegible students
with disabilities, must satisfy the CAHSEE requirement, as well as all other state
and local requirements, in order to receive a high school diploma. The CAHSEE
requirement can be satisfy by passing the examination or, for eligible students
with disabilities, meeting the exemption requirement pursuant to California
Education Code (EC) Section 60852.3, receiving a local waiver pursuant to EC
, Section 60851 or applying for a CAHSEE streamlined waiver for Eligible students
with disabilities pursuant to EC Section 56101
California English Development Test ( CELDT) Correct Answer: Is the English
Language Proficiency test used in California with students whose home language
survey indicates a language other than English. The CELDT was developed to: a)
identify students with limited english proficiency. b) determine the level of English
language proficiency of those students, and c) assess the progress of English
learners in acquiring the skills of listening, speaking, reading, and writing in
English. The CELDT was designed to measure student performance based on the
1999 ELD standards, results were reported using the following five proficiency
levels: Beginning, early Intermediate, early advanced, and advanced.
California Standard Test (CST) Correct Answer: The CST are criterion-referenced
tests that assess student performance relative to California's state adopted
academic content standards IN eNGLISH lANGUAGE aRTS (ELA), mathematics,
science, and history/social science.
Content-Based ELD Correct Answer: Design to develop English Learner's academic
language proficiency in English using high priority topics from the core curriculum.
English language development is the main focus of instruction.
Crosslinguistic Influence Correct Answer: Refers to the ways in which different
language systems interact in a language learner's mind and affect the learner's
language development and/or performance. A key component of crosslingustic
influence is interlingual language transfer, in which a language learner applies
knowledge of the first language L1 to the second language L2. Language transfer
can be positive or negative.
Crosslingustic Resource Sharing Correct Answer: Refers to a model of second
language reading development that contends that language " mapping" occurs
between the first and second language. Key components of this model are
language transfer and metalinguistic awareness. Language transfer occurs when
competencies and reading skills are transferred from the first language to the
learning of a second language. Metalinguistic awareness is the ability to reflect on
the nature of language and is also transferrable, providing language learners with
supports in formulating reliable connections between spoken language element
and graphic symbols in the new language.
program options for English Learners in California. It is defined as a language
acquisition process in which English learners receive ELD instruction targeted to
their English proficiency level and academic subjects are taught in the primary
language, as defined by the school district. Placement in an alternative program is
triggered by the parents through a parental exception waiver ( e.g. bilingual/dual
programs)
Bridging or Advanced Correct Answer: Refers to students at the advanced level of
English Language Development. They continue to learn and apply a range of high-
level English language skills in a wide variety of contexts, including comprehension
and production of highly technical texts. The " Bridge" alluded to the transition to
full engagement in grade-level academic tasks and activities in a variety of
content areas without the need for specialized English language development
instruction.
CAHSEE (California High School Exit Examination) Correct Answer: Has two parts:
English Language Arts (ELA) and mathematics. By law, each part is aligned with
California's academic content standards adopted by the State Board of Education
(SBE). The primary purpose of the CAHSEE are to: 1. Significantly improve student
achievement in public schools and 2. To ensure that students who graduate from
public high schools can demonstrated grade-level competency in reading,writing
and mathematics. All California public school students, except elegible students
with disabilities, must satisfy the CAHSEE requirement, as well as all other state
and local requirements, in order to receive a high school diploma. The CAHSEE
requirement can be satisfy by passing the examination or, for eligible students
with disabilities, meeting the exemption requirement pursuant to California
Education Code (EC) Section 60852.3, receiving a local waiver pursuant to EC
, Section 60851 or applying for a CAHSEE streamlined waiver for Eligible students
with disabilities pursuant to EC Section 56101
California English Development Test ( CELDT) Correct Answer: Is the English
Language Proficiency test used in California with students whose home language
survey indicates a language other than English. The CELDT was developed to: a)
identify students with limited english proficiency. b) determine the level of English
language proficiency of those students, and c) assess the progress of English
learners in acquiring the skills of listening, speaking, reading, and writing in
English. The CELDT was designed to measure student performance based on the
1999 ELD standards, results were reported using the following five proficiency
levels: Beginning, early Intermediate, early advanced, and advanced.
California Standard Test (CST) Correct Answer: The CST are criterion-referenced
tests that assess student performance relative to California's state adopted
academic content standards IN eNGLISH lANGUAGE aRTS (ELA), mathematics,
science, and history/social science.
Content-Based ELD Correct Answer: Design to develop English Learner's academic
language proficiency in English using high priority topics from the core curriculum.
English language development is the main focus of instruction.
Crosslinguistic Influence Correct Answer: Refers to the ways in which different
language systems interact in a language learner's mind and affect the learner's
language development and/or performance. A key component of crosslingustic
influence is interlingual language transfer, in which a language learner applies
knowledge of the first language L1 to the second language L2. Language transfer
can be positive or negative.
Crosslingustic Resource Sharing Correct Answer: Refers to a model of second
language reading development that contends that language " mapping" occurs
between the first and second language. Key components of this model are
language transfer and metalinguistic awareness. Language transfer occurs when
competencies and reading skills are transferred from the first language to the
learning of a second language. Metalinguistic awareness is the ability to reflect on
the nature of language and is also transferrable, providing language learners with
supports in formulating reliable connections between spoken language element
and graphic symbols in the new language.
