View source for Caslon Language Education Wikimedia (E)

==Caslon Language Education Index==
[[Caslon_Language_Education_Wikimedia_(A)|A]], 
[[Caslon_Language_Education_Wikimedia_(B)|B]],
[[Caslon_Language_Education_Wikimedia_(C)|C]],
[[Caslon_Language_Education_Wikimedia_(D)|D]],
[[Caslon_Language_Education_Wikimedia_(E)|E]],
[[Caslon_Language_Education_Wikimedia_(F)|F]],
[[Caslon_Language_Education_Wikimedia_(G)|G]],
[[Caslon_Language_Education_Wikimedia_(H)|H]],
[[Caslon_Language_Education_Wikimedia_(I)|I]],
[[Caslon_Language_Education_Wikimedia_(J)|J]],
[[Caslon_Language_Education_Wikimedia_(K)|K]],
[[Caslon_Language_Education_Wikimedia_(L)|L]],
[[Caslon_Language_Education_Wikimedia_(M)|M]],
[[Caslon_Language_Education_Wikimedia_(N)|N]],
[[Caslon_Language_Education_Wikimedia_(O)|O]],
[[Caslon_Language_Education_Wikimedia_(P)|P]],
[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
[[Caslon_Language_Education_Wikimedia_(R)|R]],
[[Caslon_Language_Education_Wikimedia_(S)|S]],
[[Caslon_Language_Education_Wikimedia_(T)|T]],
[[Caslon_Language_Education_Wikimedia_(U)|U]],
[[Caslon_Language_Education_Wikimedia_(V)|V]],
[[Caslon_Language_Education_Wikimedia_(W)|W]],
[[Caslon_Language_Education_Wikimedia_(X)|X]],
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]

==early-exit transitional bilingual education program==
* A [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive]] [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|transitional bilingual education]] model that provides [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] instruction for one to three years while students acquire sufficient English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] to function in classrooms where English is the sole instructional medium. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Refers to [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|transitional bilingual education]] programs where students are transferred to [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolingual]] instruction as soon as they are deemed fluent in English. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* A form of [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|transitional bilingual education]] that serves [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] from a common language background with the goals of full development in [[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] (English), at the sacrifice of their [[Caslon_Language_Education_Wikimedia_(L)L1#|L1]], with expectations for grade-level achievement and [[Caslon_Language_Education_Wikimedia_(A)#assimilation|assimilation]] into [[Caslon_Language_Education_Wikimedia_(L)#L2|L2]]. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by  [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==early intervention services==
* Phrase used in the 2004 reauthorization of the [[Caslon_Language_Education_Wikimedia_(I)#Individuals with Disabilities Education Improvement Act (IDEIA)|Individuals with Disabilities Education Improvement Act (IDEIA)]] that refers to addressing the needs of students and determining the need and eligibility for services on the basis of prereferral interventions. This service model stands in contrast to discrepancy models used to place students into [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==echo reading==
* The teacher reads a short segment of text fluently and the students reread it using expression and intonation. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==Education for All Handicapped Children Act, 1975 (P.L. 94-142)==
* The law had four purposes: “(1) to assure that all children with disabilities have available to them. . . . a free appropriate public education that emphasizes special education and related services designed to meet their unique needs; (2) to assure that the rights of children with disabilities and their parents. . . . are protected; (3) to assist states and localities to provide for the education of all children with disabilities; and (4) to assess and assure the effectiveness of efforts to educate all children with disabilities.”

==educational segregation==
* Involves the [[Caslon_Language_Education_Wikimedia_(C)#clustering|clustering]] of students based on a criterion (race, [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]]) at the program or school level. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]

==effective school studies==
* Studies that try to identify the common features that characterize schools identified as effective for diverse learners. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]

==elective bilingualism==
* Acquisition context in which becoming [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] is a choice rather than a necessity (also [[Caslon_Language_Education_Wikimedia_(V)#voluntary bilingualism|voluntary bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]

==Elementary and Secondary Education Act (ESEA)==
* Federal law passed in 1965 to regulate funds to states and districts for elementary and secondary schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]

* The main body of federal education policy and law and source for education funding to state and local education agencies. Passed in 1965 and binding on all states and entities that accept federal education funding. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==ELL program==
* Tradtionally this term has been used to refer narrowly to specially designed [[#English as a second language|English as a second language]] programs, as well as [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] programs. In this book, we use the terms “[[#English language learner(s) (ELLs)|ELL]] program” or “program for [[#English language learner(s) (ELLs)|ELLs]]” more broadly to refer to all aspects of the educational programming for [[#English language learner(s) (ELLs)|ELLs]] at school, including the time [[#English language learner(s) (ELLs)|ELLs]] spend in general education classes. This broader use of the term [[#English language learner(s) (ELLs)|"ELL]] program" reflects an assumption of shared responsibility for [[#English language learner(s) (ELLs)|ELL]] education among all educators who have [[#English language learner(s) (ELLs)|ELLs]] in their classes and schools, not only the [[#English as a second-language|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] specialists. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

==emergent bilingual(s)(EB(s)) == 
* Student who speaks a language other than English at home and has been identified as becoming English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]]. In some contexts, this term is used in preference to [[#English language learner(s) (ELLs)|English language learner]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* Refers to those students whose [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] is emerging. In this book it is used to refer mostly to students who are developing English, but can also be used to refer to students developing the language other than English. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* Students who are becoming proficient in a second or additional language. All [[#English language learner(s) (ELLs)|English language learners]] are emergent bilinguals, regardless of whether they are in a [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] or [[#English-medium program|English-medium program]]. The term “emergent bilingual” makes visible all of the languages in the learners’ linguistic repertoire, highlighting the developmental nature of and potential for [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]].  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* A term used by some states and programs to indicate young students who are becoming [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]] in a second or additional language. It may be used instead of English learner. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* [[Caslon_Language_Education_Wikimedia_(E)#English learner(s) (ELs)|English learners (ELs)]] and users of English creoles whose [[Caslon_Language_Education_Wikimedia_(H)#home language|home languages]] (e.g., Hawaiian, Japanese, Marshallese, Chuukese, Cantonese, and Mandarin) are as varied as their cultural experiences (islanders, rural, and urban) and social classes. [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/ <i>Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators</i>] by [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/authors/ Eva Ponte, Christina Higgins]

* An alternative label for [[#English language learner(s) (ELLs)|ELLs]] that draws attention to the other language or languages in the learners’ linguistic repertoires, situates these learners in a continuum of bilingual development, and emphasizes that a fundamental goal of programs for these learners should be to help them attain high levels of proficiency in both their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

* The editors preferred term, instead of English language learner (ELL), to recognize students’ bilingualism, and because the result of learning English at school is usually bilingualism (or even multilingualism) rather than English monolingualism. [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* The preferred term for students who are acquiring English because it views them through a lens of promise, rather than deficiency, and names bilingualism as an important goal—but which falls short of promoting biliteracy. A more powerful label would be emergent biliterate cross-cultural students. From 1.9 (García) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* A large and heterogeneous group of students who engage in translanguaging on a daily basis as they negotiate meaning in the many cultural contexts that they navigate. From 1.10 (Flores) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Students whose linguistic capacities are integrated and who use all their linguistic resources when interacting with text and the world. From 2.2 (Hopewell and Escamilla) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Students who will become multicompetent in more than one language. From 2.14 (Larsen-Freeman) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Learners who come into schools with home language resources that should be nurtured and developed alongside their additional language. From 4.11 (Butvilofsky, Hopewell, and Escamilla) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* A term used interchangeably with English language learner, with the understanding that emergent bilingual is an empowering label while English language learner may be viewed as a deficit label—but is still widely used. From 7.4 (Solórzano) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==emergent biliterate cross-cultural students==
* A powerful label that identifies the value of academic and literacy development in two languages (with the goal of developing fully literate students) and acknowledges the complexity of making sense of ideas and perspectives across cultures. From 1.9 (García) in https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==emerging bilingual(s)==
* Emerging bilinguals are defined as children (ages 3 and above) who speak a [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] other than English and who are in the dynamic process of developing bilingual and biliterate competencies (in this case in English and Spanish), with the support of their communities (e.g., parents, school, neighbors). This term is used interchangably with the term emergent bilinguals. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

==emerging bilingual strand==
* A recommended strand of the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Club (LC)|Literacy Club]] that is composed of students who struggle with [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] development and who lack well-developed oral communication skills in Spanish. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==English as an additional language (EAL) strand==
* A recommended strand of the [[Caslon_Language_Education_Wikimedia_(L)#Literacy Club (LC)|Literacy Club]] that is English-medium based. Students complete reading and writing assessments in English and teachers use student performance data in English to guide instruction and monitor progress. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==English as an additional language (EAL) students==
* Term (used particularly in the United Kingdom) for students who speak languages other than English at home (see also [[#emergent bilingual|emergent bilinguals]], [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learners]], [[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]

==English as a second language (ESL)==
* A program for [[#English language learner (ELL)|English language learners]] in which English is the medium and goal of instruction. Students are generally placed in classes with students of the same level of academic English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] (beginner, intermediate, and advanced) and are given specially tailored instruction that moves them toward full [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in English in the areas of reading, writing, speaking, and listening (also referred to as ENL (English as a new language) and [[#English language development (ELD)|ELD (English language development)]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]

* Programs of instruction for [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent bilinguals]] where only English is used.  [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

* A form of language education that serves [[#English language learner (ELL)|English language learners]] from multiple language backgrounds with the goal of full development in [[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] (English). [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

* Developmentally appropriate English language instruction tailored to [[#English language learner (ELL)|English language learners]]’ level of English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]]; also known as [[#English language development (ELD)|English language development (ELD)]]. While [[#English language learner (ELL)|English language learners ]] receive [[#English as a second language (ESL)|ESL]]/[[#English language development (ELD)|ELD]] instruction, they also receive content instruction from other sources (e.g., a [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|bilingual program]], mainstream classes). There are different types of [[#English as a second language (ESL)|ESL]] classes, including [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]], [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]], or [[Caslon_Language_Education_Wikimedia_(S)#self-contained second language programs|self-contained]]. [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|Sheltered instruction programs]] are another type of English-only program associated with the term [[#English as a second language (ESL)|ESL]]. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* Referring to programs or classes that target students identified as [[#English language learner (ELL)|English language learners]], with the goal of promoting the language development and social integration of these students. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* Refers to a rigorous program for teaching [[Caslon_Language_Education_Wikimedia_(E)#emerging bilingual|emerging bilinguals]] to understand, speak, read, and write in English through links to content and language standards. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

* A type of [[#English language development (ELD)|English language development]] program that provides specialized instruction in English to students who are identified as [[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient (LEP)]]. [[#English as a second language (ESL)|ESL]] instruction is provided by teachers who have certification or endorsement in [[#English as a second language (ESL)|ESL]] and should be adapted to meet the [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] needs of each student. [[#English as a second language (ESL)|ESL]] programs are provided as an alternative to [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] programs or when a district does not have sufficient numbers of students who speak the same language or teachers with the needed languages to offer [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* When we use the term [[#English as a second language (ESL)|ESL]], we are describing [[#English as a second language (ESL)|English as a second language (ESL)]] as the comprehensible English instruction in which learning academic language is the goal. In some cases we use the term content-based [[#English as a second language (ESL)|ESL]] to emphasize that [[#English as a second language (ESL)|ESL]] instruction is not taught through a traditional approach in which conversational English is taught through grammar structures and discrete language skills. In comprehensible [[#English as a second language (ESL)|ESL]] instruction, the big ideas and requisite terminology of a particular content topic is the focus of the language instruction that is designed to reach English language development standards. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* An academic subject, course, or program designed to teach English to students who are not yet [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]] in the language. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==English for the Children initiatives==
* Referendums put to voters in four states with large [[#English language learner(s) (ELLs)|ELLs]] populations that would place severe restrictions on [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] programs. In 1998 California voters approved [[Caslon_Language_Education_Wikimedia_(P)#Proposition 227|Proposition 227]], in 2000 Arizona voters approved [[Caslon_Language_Education_Wikimedia_(P)#Proposition 203|Proposition 203]], and in 2002 Massachusetts voters approved [[Caslon_Language_Education_Wikimedia_(Q)#Question 2|Question 2]]. An attempt to pass a similar initiative in Colorado ([[Caslon_Language_Education_Wikimedia_(A)#Amendment 31|Amendment 31]]) failed. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==English language development (ELD)==
* The process of learning to understand and use the English language, regardless of policies, standards, or programs. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* An alternative label for [[#English as a second language (ESL)|English as a second language (ESL)]] programs and instruction, commonly used at the elementary school level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==English language development programs==
* Services included in [[#English language development (ELD)|ELD]] policies that may be in the form of [[#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]], [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered English]], or other adaptations and supports. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==English language development standards==
* Standards used by most states to address the development of English language skills. Some states may use the [[#English language development (ELD)|ELD]] standards created by the [[Caslon_Language_Education_Wikimedia_(W)#World-Class Instructional Design and Assessment (WIDA)|World-Class Instructional Design and Assessment (WIDA)]] organization. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==English language learner(s) (ELLs)==
* Student who speaks a language other than English at home and has been identified as becoming English proficient. In some contexts, this term is being replaced by [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent bilingual]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]

* A student who speaks a language other than English and who is still in the process of acquiring English. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]

* The term used to describe students who are acquiring [[#English as a second language (ESL)|English as a second language]]. ELL is a more developmental and positive term that is replacing the traditional and more commonly used deficit-oriented term [[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient (LEP)]]. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

* Students from linguistically and culturally diverse backgrounds who qualify for language support services to reach parity with their proficient English peers. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by  [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

* A student who is in the process of learning [[#English as a second language (ESL)|English as a second/additional language]]. In the United States, this term is an official designation for a [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learner]] who is identified by English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] tests as in need of further English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] development; this term is increasingly replacing the term “[[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient]].” All ELLs are [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent bilinguals]] or [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learners]].  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

* [[Caslon_Language_Education_Wikimedia_(L)#language minority|Language minority]] students in the United States who are learning English. Also referred to as English learners (ELs) and [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learners]]. Previously referred to as [[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient (LEP)]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

* A student who speaks a non-English language and is enrolled in a U.S. school. This term is generally interchangeable with English learner (EL), and one or the other is prevalent in different states or districts. They are often used in educational programs and policies to identify students who are determined to be “[[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient]]” and in need of [[#English language development (ELD)|ELD]] services. Recently, this term has been replaced by “[[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learner]]” for children aged 8 and under by many national organizations and local programs. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

* The general term used to describe linguistically and culturally diverse students who have been identified as having levels of English [[Caslon_Language_Education_Wikimedia_(L)#anguage proficiency|language proficiency]] that preclude them from accessing, processing, and acquiring unmodified grade-level content instruction in English ([[https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Gottlieb] et al., 2007). In many states, the term English learners (ELs) is used in place of ELLs. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]

* A label for students who are non-native speakers of English and are in the process of attaining proficiency in English. Sometimes shortened to English learner (EL). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

* The descriptive label commonly used in U.S. schools and policy for students acquiring English. The editors prefer the term emergent bilingual. [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Students with unique educational needs related to fostering their academic uses of English while they learn in English. Just because a student speaks another language does not automatically make him or her either a potential or actual ELL; frequency of English exposure/use and the level of English proficiency, respectively, determine this. From 1.7 (Linquanti and Cook) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* A term for U.S. students developing English that labels them from a deficit perspective. From 1.9 (García) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* A label that categorizes students as developing in one language. It is growth focused and characterizes the students as learners of one language. This label has an English language development priority and is not invested in growing literacies in students’ home languages. From 1.9 (Santos) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* An official category for students acquiring English that glosses over the tremendous diversity within this large and heterogeneous group. From 1.10 (Flores) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* Students who aspire to be competent multilingual speakers who can adapt English to the language repertoires they bring with them and use it for their purposes in contexts of linguacultural diversity. From 2.5 (Canagarajah) in C[https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

* A term used interchangeably with emergent  bilingual, with the understanding that emergent bilingual is an empowering label while English language learner may be viewed as a deficit label—but is still widely used. From 7.4 (Solórzano) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]

==English Language Proficiency Assessment for the 21st Century (ELPA21)==
* A consortium of states committed to supporting educators, member states, and members of the public as they adopt and implement the English Language Proficiency Standards and college- and career-ready standards. The consortium is developing an assessment system based on the English Language Proficiency Standards that will inform instruction so that all [[#English language learner(s) (ELLs)|English language learners (ELLs)]] leave high school prepared for college and career success. [http://www.elpa21.org/about www.elpa21.org]

==English language proficiency standards==
* Descriptions of the social and [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for [[#English language learner(s) (ELLs)|English language learners]] to succeed in school as agreed upon at the national (e.g., [[Caslon_Language_Education_Wikimedia_(T)#Teachers of English to Speakers of Other Languages (TESOL)|TESOL]]), consortium (e.g., [[Caslon_Language_Education_Wikimedia_(W)#World-Class Instructional Design and Assessment (WIDA)|WIDA]]), or state level. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by  [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==English learner(s) (ELs)==
* ELs speak one or more languages and are in the process of learning English. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==English-medium program==
* A program for [[#English language learner(s) (ELLs)|English language learners]] that uses English as the exclusive language for instructional purposes (contrast [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] program). English-medium programs, however, can and should offer [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]] to [[#English language learner(s) (ELLs)|ELLs]] as appropriate. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]

==English-plus resolutions==
* State resolutions affirming the value of competence in English and another language. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]

==Ensuring a Continuum of Services (ECOS) Team==
* A team of four or five individuals with expertise in [[#English as a second language (ESL)|ESL]]/[[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual education]], general education, and [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]]. This team collaborates in information gathering, interpreting information, suggesting interventions (a continuum of services), and monitoring the progress of the [[#English language learner(s) (ELLs)|English language learners]] experiencing challenges at school. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==Equal Educational Opportunities Act of 1974 (EEOA)==
* A federal law that declares, “No state shall deny educational opportunities to an individual on account of his or her race, color, sex, or national origin.” Includes the mandate that educational agencies take appropriate actions to help [[#English language learner(s) (ELLs)|ELL]] students overcome language barriers that impede equal participation of students in education programs. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==equilingual==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|Bilingual individuals]] with different skills in each language. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]

==ESEA Flexibility==
* An initiative of the [https://www.whitehouse.gov/administration Obama administration] to grant relief from certain federal mandates under the [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind Act]], such as the [[Caslon_Language_Education_Wikimedia_(A)#adequate yearly progress (AYP)|adequate yearly progress]] requirements and accountability provisions of [[Caslon_Language_Education_Wikimedia_(T)#Title I of the Elementary and Secondary Education Act|Title I]], in exchange for state-negotiated accountability programs aligned with the administration’s criteria, including the creation or adoption of new college and career readiness standards and assessments. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==ethnolinguistic vitality==
* Indicator of the chances for language maintenance and [[Caslon_Language_Education_Wikimedia_(M)#minority language|minority language]] use within a community based on status, demographic factors, and institutional support.[http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]

==European school model==
* Additive [[Caslon_Language_Education_Wikimedia_(M)#multilingualism|multilingual]] education programs designed primarily for children of foreign nationals. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]

==Europe’s Framework Strategy for Multilingualism==
* Policy formulated by the European Union that aims for [[Caslon_Language_Education_Wikimedia_(M)#multilingualism|multilingual]] competence for its members ([[Caslon_Language_Education_Wikimedia_(N)#native language|native language]], English, and one other language). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]

==<i>Evaluación del desarrollo de la lectura</i> 2 (EDL2) test==
* A measure that assesses reading accuracy, fluency, and comprehension in Spanish. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]

==evaluation==
* The systematic planning, collecting, analyzing, and reporting of data from a variety of sources to determine the effectiveness of educational programs. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

* The use of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] data to make judgments about the progress of students’ learning, the effectiveness of teacher instruction, or the quality of educational programs. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

==evaluation frameworks==
* Ways of conceptualizing how to gather, display, and use data for judging the effectiveness of educational programs. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==executive functions==
* Adaptive aspects of brain function that allow a person to (for example) maintain focus despite distractions or to control shifts in attention. Executive functions are key to school success, and research has shown that they are often more highly developed in [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] people. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

==expanded circle==
* The outermost of the three concentric circles conceived by [http://www.linguistics.illinois.edu/people/b-kachru Braj Kachru]] (1985) to describe the level of English use within a country; in the expanded circle English is primarily a foreign language for its inhabitants. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]

==experienced bilinguals==
* Refers to those students who can use two or more languages with relative ease, although their performances vary according to task, modality, and language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]

==explanatory analysis==
* The second stage of analysis in the [[Caslon_Language_Education_Wikimedia_(C)#continuum of services framework|continuum of services framework]]. In this stage the evaluator seeks to determine explanations for the challenges during the [[Caslon_Language_Education_Wikimedia_(D)#descriptive analysis|descriptive analysis]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

==external accountability==
* The imposition of data collection, such as the use of a statewide test, from outside a classroom or district, used to make educational decisions. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]

==extrinsic==
* Causal variables or factors located outside of the child. Generally accounted for, for example, by one of the seven integral factors influencing [[#English language learner (ELL)|English language learners]] at school (learning environment, personal and family factors, physical and psychological, previous schooling, oral language and literacy development, academic achievement, cross-cultural factors). Extrinsic factors are to be contrasted with intrinsic factors. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]

 [[#Caslon Language Education Index|Top]]