Caslon Language Education Wikimedia (D) - Revision history

Caslon: /* dynamic bilingualism */

2019-06-27T16:40:41Z

‎dynamic bilingualism

Caslon: /* dynamic bilingualism */

2019-06-27T16:37:18Z

‎dynamic bilingualism

Caslon: /* dynamic assessment(s) */

2019-06-27T16:36:18Z

‎dynamic assessment(s)

Caslon: /* dual language program(s) */

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‎dual language program(s)

Caslon: /* dual language learner (DLL) */

2019-06-27T16:31:06Z

‎dual language learner (DLL)

Caslon: /* dual language education */

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‎dual language education

Caslon: /* dual language education */

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‎dual language education

Caslon: /* dual language education */

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‎dual language education

Caslon: /* dual language education */

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‎dual language education

Caslon: /* discourse/Discourse */

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‎discourse/Discourse

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 * In opposition to [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]], dynamic bilingualism posits that the linguistic features of what are considered two languages are entwined and adapt to the communicative circumstance at hand. [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 view of bilingualism that rejects the notion of a bilingual as two monolinguals in one and recognizes that bilinguals draw on all of their linguistic repertoires in complex and dynamic ways for authentic social and academic purposes. [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/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
+* A view of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] that rejects the notion of a bilingual as two [[Caslon_Language_Education_Wikimedia_(M)#monolingual/monocultural bias|monolinguals]] in one and recognizes that bilinguals draw on all of their linguistic repertoires in complex and dynamic ways for authentic social and academic purposes. [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/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 ==dynamic translanguaging progressions==

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 ==dynamic bilingualism==
 * In opposition to [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]], dynamic bilingualism posits that the linguistic features of what are considered two languages are entwined and adapt to the communicative circumstance at hand. [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]
 ==dynamic translanguaging progressions==

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 ==dynamic assessment(s)==
 * Assessments that provide bilingual scaffolds to demonstrate what students can do with and without support. They may offer a more accurate picture of students’ content knowledge and also their growing bilingualism. From 7.5 (Schissel) 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]
 ==dynamic bilingualism==

← Older revision		Revision as of 16:32, 27 June 2019
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	* Schools or classrooms that are specifically established to provide education in two languages to support [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism\|bilingualism]] and [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate\|biliteracy]]. One-way dual language immersion provides instruction in the two languages for children who enter the program speaking only one of the languages being taught. Two-way dual language immersion programs enroll children who speak either one or both of the languages being taught so they can all learn their own and one another’s languages. The goal of this type of program is to achieve desired academic outcomes and encourage [[Caslon_Language_Education_Wikimedia_(C)#cross-cultural competence\|cross-cultural communicative competence]]. [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]		* Schools or classrooms that are specifically established to provide education in two languages to support [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism\|bilingualism]] and [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate\|biliteracy]]. One-way dual language immersion provides instruction in the two languages for children who enter the program speaking only one of the languages being taught. Two-way dual language immersion programs enroll children who speak either one or both of the languages being taught so they can all learn their own and one another’s languages. The goal of this type of program is to achieve desired academic outcomes and encourage [[Caslon_Language_Education_Wikimedia_(C)#cross-cultural competence\|cross-cultural communicative competence]]. [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]
−
−	* A variety of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism\|bilingual]] program models for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)\|ELL]] and English proficient students designed to help them become [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism\|bilingual]] and [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate\|biliterate]]. In a 50/50 model, half of the students are fluent English speakers and half are [[Caslon_Language_Education_Wikimedia_(E)#EEnglish language learner(s) (ELLs)\|ELLs]], and 50 percent of instruction is in English and 50 percent in the [[Caslon_Language_Education_Wikimedia_(H)#home language\|home language]] of the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)\|ELLs]]. In the 90/10 model, for the first few years, 90 percent of instruction is in the non-English language and 10 percent is in English. Instruction gradually reaches 50 percent in each language. Other variations exist. Also called [[Caslon_Language_Education_Wikimedia_(T)#two-way-immersion (TWI)\|two-way immersion]]. [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/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

	==dynamic assessment(s)==		==dynamic assessment(s)==

← Older revision		Revision as of 16:31, 27 June 2019
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	* Students who are learning and processing two or more languages and their associated cultures. From 2.13 (Martinez-Hart) 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 are learning and processing two or more languages and their associated cultures. From 2.13 (Martinez-Hart) 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]
		+
		+	* Commonly used to refer to young children up to 8 years old who have at least one parent who speaks a language other than English at home. [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/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

	==dual language program(s)==		==dual language program(s)==

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 * A model or type of [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] that targets [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] and English speakers who learn together through two languages in integrated classes for at least five years. The goals are [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]], [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]], [[Caslon_Language_Education_Wikimedia_(A)#academic achievement|academic achievement]] through two languages, and [[Caslon_Language_Education_Wikimedia_(C)#cross-cultural competence|cross-cultural competence]]. These programs are also referred to as [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)|two-way immersion programs]]. [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 bilingual education programs that develop bilingualism, biliteracy, grade-level academic achievement, and sociacultural development for all students. Also called <i>dual immersion</i>. Includes both one-way and [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)|two-way immersion 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/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
+* Refers to [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] programs that develop [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]], [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]], grade-level academic achievement, and sociacultural development for all students. Also called <i>dual immersion</i>. Includes both one-way and [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)|two-way immersion 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/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 ==dual language learner (DLL)==

← Older revision		Revision as of 16:22, 27 June 2019
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	* A model or type of [[Caslon_Language_Education_Wikimedia_(B)#bilingual education\|bilingual education]] that targets [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)\|English language learners]] and English speakers who learn together through two languages in integrated classes for at least five years. The goals are [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism\|bilingualism]], [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate\|biliteracy]], [[Caslon_Language_Education_Wikimedia_(A)#academic achievement\|academic achievement]] through two languages, and [[Caslon_Language_Education_Wikimedia_(C)#cross-cultural competence\|cross-cultural competence]]. These programs are also referred to as [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)\|two-way immersion programs]]. [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 model or type of [[Caslon_Language_Education_Wikimedia_(B)#bilingual education\|bilingual education]] that targets [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)\|English language learners]] and English speakers who learn together through two languages in integrated classes for at least five years. The goals are [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism\|bilingualism]], [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate\|biliteracy]], [[Caslon_Language_Education_Wikimedia_(A)#academic achievement\|academic achievement]] through two languages, and [[Caslon_Language_Education_Wikimedia_(C)#cross-cultural competence\|cross-cultural competence]]. These programs are also referred to as [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)\|two-way immersion programs]]. [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 bilingual education programs that develop bilingualism, biliteracy, grade-level academic achievement, and sociacultural development for all students. Also called <i>dual immersion</i>. Includes both one-way and two-way immersion programs.

	==dual language learner (DLL)==		==dual language learner (DLL)==

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 * Patterns of language use (both oral and written) common to specific contexts in which a language is used. For example, the discourse pattern in a conversation among scientists differs from the discourse pattern in a negotiation for the purchase of a used car. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]
-* As defined and distinguished by [https://education.asu.edu/faculty/james-gee Gee] (2012), discourse (with a lowercase d) refers to language in use or connected stretches of language that make sense, such as conversations, stories, reports, arguments and essays. Discourse (with a capital D) is made up of distinctive ways of speaking/listening, and also often writing/reading, coupled with distinctive ways of acting, interacting, valuing, feeling, dressing, thinking, and believing with other people and with various objects, tools, and technologies to enact speciﬁc socially recognizable identities engaged in speciﬁc socially recognizable activities. [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/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
+* As defined and distinguished by [https://education.asu.edu/faculty/james-gee Gee] (2012), discourse (with a lowercase <i>d</i>) refers to language in use or connected stretches of language that make sense, such as conversations, stories, reports, arguments and essays. Discourse (with a capital <i>D</i>) is made up of distinctive ways of speaking/listening, and also often writing/reading, coupled with distinctive ways of acting, interacting, valuing, feeling, dressing, thinking, and believing with other people and with various objects, tools, and technologies to enact speciﬁc socially recognizable identities engaged in speciﬁc socially recognizable activities. [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/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 ==discrepancy model==