Caslon Language Education Wikimedia (M) - Revision history

Caslon: /* multitrait scoring */

2019-07-17T15:34:22Z

‎multitrait scoring

Caslon: /* multilingualism */

2019-07-17T15:30:53Z

‎multilingualism

Caslon: /* minimal pairs */

2019-07-17T15:27:34Z

‎minimal pairs

Caslon at 19:48, 27 June 2019

2019-06-27T19:48:57Z

Caslon at 18:21, 7 June 2019

2019-06-07T18:21:41Z

Caslon: /* monolingual */

2017-02-24T16:39:30Z

‎monolingual

Caslon: /* metalanguage */

2017-02-24T16:37:30Z

‎metalanguage

Caslon at 18:42, 19 December 2016

2016-12-19T18:42:39Z

Caslon: /* metalinguistic awareness */

2016-12-19T17:53:04Z

‎metalinguistic awareness

Caslon: /* metalanguage */

2016-12-16T17:32:42Z

‎metalanguage

@@ Line 125: / Line 125: @@
 ==multiple measures==
 * Different forms of formal and informal [[Caslon_Language_Education_Wikimedia_(F)#formative assessment|formative]] and [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative assessments]] used together to provide accurate measures of what a student knows and can do. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==multitrait scoring==

@@ Line 119: / Line 119: @@
 ==multilingualism==
 * Development of linguistic repertoires in more than two languages. [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]
 ==multiple measures==

@@ Line 77: / Line 77: @@
 ==minimal pairs==
-* Words that differ by single phoneme (e.g., sand/hand, bit/bet, rag/rat), typically used to help students distinguish specific sounds that change the meanings of words and help them improve their pronunciation. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* Words that differ by single phoneme (e.g., <i>sand/hand, bit/bet, rag/rat</i>), typically used to help students distinguish specific sounds that change the meanings of words and help them improve their pronunciation. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==minority or dominated languages==

@@ Line 77: / Line 77: @@
 ==minimal pairs==
-* Words that differ by single phoneme (e.g., sand/hand, bit/bet, rag/rat), typically used to help students distinguish specific sounds that change the meanings of words and help them improve their pronunciation. [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]
+* Words that differ by single phoneme (e.g., sand/hand, bit/bet, rag/rat), typically used to help students distinguish specific sounds that change the meanings of words and help them improve their pronunciation. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==minority or dominated languages==
@@ Line 92: / Line 92: @@
 * A teaching approach where the teacher demonstrates for students the process of writing a text and multiple uses of writing as a communicative and learning tool. In modeled writing, the teacher encodes the message and students watch as they participate orally in the composition of the written piece. The teacher writes the text produced, which is at a higher level than what the students would be able to compose independently. [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]
-* Writing instruction in which the teacher constructs a text in enlarged print (e.g., on chart paper), demonstrating a variety of writing strategies and techniques students are expected to learn and use in their own writing. [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]
+* Writing instruction in which the teacher constructs a text in enlarged print (e.g., on chart paper), demonstrating a variety of writing strategies and techniques students are expected to learn and use in their own writing. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==model performance indicators (MPIs)==
-* A component of the [[Caslon_Language_Education_Wikimedia_(W)#World-Class Instructional Design and Assessment (WIDA)|WIDA]] [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] standards designed to help teachers plan and differentiate instruction for students based on their level of English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]]. The indicators provide examples of observable language behaviors that [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] at different levels of proficiency can be expected to demonstrate when completing various classroom tasks. [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]
+* A component of the [[Caslon_Language_Education_Wikimedia_(W)#World-Class Instructional Design and Assessment (WIDA)|WIDA]] [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] standards designed to help teachers plan and differentiate instruction for students based on their level of English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]]. The indicators provide examples of observable language behaviors that [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] at different levels of proficiency can be expected to demonstrate when completing various classroom tasks. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==monoglossic ideology==
@@ Line 101: / Line 101: @@
 ==monoglossic perspective==
-* Views [[#monolingual|monolingualism]] as the norm and treats the languages of [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilinguals]] as two separate distinct systems, as if students are two [[#monolingual|monolinguals]] in one (double monolingualism). [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]
+* Views [[#monolingual|monolingualism]] as the norm and treats the languages of [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilinguals]] as two separate distinct systems, as if students are two [[#monolingual|monolinguals]] in one (double monolingualism). [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==monolingual/monocultural bias==
@@ Line 112: / Line 112: @@
 * The study of the meaningful parts of words, such as prefixes and suffixes. [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]
-* The study of the structure of words. The central unit of study is the morpheme, the smallest unit of meaning or grammatical function. [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 study of the structure of words. The central unit of study is the morpheme, the smallest unit of meaning or grammatical function. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==multilingual ecology==
@@ Line 121: / Line 121: @@
 ==multiple measures==
-* Different forms of formal and informal [[Caslon_Language_Education_Wikimedia_(F)#formative assessment|formative]] and [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative assessments]] used together to provide accurate measures of what a student knows and can do. [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]
+* Different forms of formal and informal [[Caslon_Language_Education_Wikimedia_(F)#formative assessment|formative]] and [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative assessments]] used together to provide accurate measures of what a student knows and can do. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==multitrait scoring==
-* Refers to scoring a piece of student writing by considering several traits, for example, clear opinion (main idea), adequate details to support the opinion, and a strong conclusion. [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]
+* Refers to scoring a piece of student writing by considering several traits, for example, clear opinion (main idea), adequate details to support the opinion, and a strong conclusion. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
   [[#Caslon Language Education Index|Top]]

@@ Line 77: / Line 77: @@
 ==minimal pairs==
-* Words that differ by single phoneme (e.g., sand/hand, bit/bet, rag/rat), typically used to help students distinguish specific sounds that change the meanings of words and help them improve their pronunciation. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* Words that differ by single phoneme (e.g., sand/hand, bit/bet, rag/rat), typically used to help students distinguish specific sounds that change the meanings of words and help them improve their pronunciation. [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]
 ==minority or dominated languages==
@@ Line 92: / Line 92: @@
 * A teaching approach where the teacher demonstrates for students the process of writing a text and multiple uses of writing as a communicative and learning tool. In modeled writing, the teacher encodes the message and students watch as they participate orally in the composition of the written piece. The teacher writes the text produced, which is at a higher level than what the students would be able to compose independently. [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]
-* Writing instruction in which the teacher constructs a text in enlarged print (e.g., on chart paper), demonstrating a variety of writing strategies and techniques students are expected to learn and use in their own writing. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* Writing instruction in which the teacher constructs a text in enlarged print (e.g., on chart paper), demonstrating a variety of writing strategies and techniques students are expected to learn and use in their own writing. [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]
 ==model performance indicators (MPIs)==
-* A component of the [[Caslon_Language_Education_Wikimedia_(W)#World-Class Instructional Design and Assessment (WIDA)|WIDA]] [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] standards designed to help teachers plan and differentiate instruction for students based on their level of English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]]. The indicators provide examples of observable language behaviors that [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] at different levels of proficiency can be expected to demonstrate when completing various classroom tasks. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* A component of the [[Caslon_Language_Education_Wikimedia_(W)#World-Class Instructional Design and Assessment (WIDA)|WIDA]] [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] standards designed to help teachers plan and differentiate instruction for students based on their level of English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]]. The indicators provide examples of observable language behaviors that [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] at different levels of proficiency can be expected to demonstrate when completing various classroom tasks. [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]
 ==monoglossic ideology==
@@ Line 101: / Line 101: @@
 ==monoglossic perspective==
-* Views [[#monolingual|monolingualism]] as the norm and treats the languages of [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilinguals]] as two separate distinct systems, as if students are two [[#monolingual|monolinguals]] in one (double monolingualism). [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* Views [[#monolingual|monolingualism]] as the norm and treats the languages of [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilinguals]] as two separate distinct systems, as if students are two [[#monolingual|monolinguals]] in one (double monolingualism). [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]
 ==monolingual/monocultural bias==
@@ Line 112: / Line 112: @@
 * The study of the meaningful parts of words, such as prefixes and suffixes. [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]
-* The study of the structure of words. The central unit of study is the morpheme, the smallest unit of meaning or grammatical function. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* The study of the structure of words. The central unit of study is the morpheme, the smallest unit of meaning or grammatical function. [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]
 ==multilingual ecology==
@@ Line 121: / Line 121: @@
 ==multiple measures==
-* Different forms of formal and informal [[Caslon_Language_Education_Wikimedia_(F)#formative assessment|formative]] and [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative assessments]] used together to provide accurate measures of what a student knows and can do. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* Different forms of formal and informal [[Caslon_Language_Education_Wikimedia_(F)#formative assessment|formative]] and [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative assessments]] used together to provide accurate measures of what a student knows and can do. [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]
 ==multitrait scoring==
-* Refers to scoring a piece of student writing by considering several traits, for example, clear opinion (main idea), adequate details to support the opinion, and a strong conclusion. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* Refers to scoring a piece of student writing by considering several traits, for example, clear opinion (main idea), adequate details to support the opinion, and a strong conclusion. [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]
   [[#Caslon Language Education Index|Top]]

@@ Line 103: / Line 103: @@
 * Views [[#monolingual|monolingualism]] as the norm and treats the languages of [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilinguals]] as two separate distinct systems, as if students are two [[#monolingual|monolinguals]] in one (double monolingualism). [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
-==monolingual==
+==monolingual/monocultural bias==
-* Commonly used to refer to a person or program that uses only one language. Given that all language users speak multiple varieties of the same language, the notion of a monolingual speaker is somewhat misleading. Given that all programs include students that use more than one language or variety of a language, the notion of a monolingual program is also somewhat misleading.
+* “The practice of catering to the dominant or mainstream culture [while] providing no special consideration at all to persons from nonmainstream cultures” (Haas, 1992, p. 161). This bias can also create a false image of deficiency for language minority students. From 1.3 (Wiley) 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]
 ==moribund languages==

← Older revision		Revision as of 16:37, 24 February 2017
Line 57:		Line 57:

	* Awareness and understanding of how one uses languages. For [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism\|bi/multilinguals]], it involves the relationships between and within languages (also referred to as [[#metalinguistic awareness\|metalinguistic awareness]]). [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]		* Awareness and understanding of how one uses languages. For [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism\|bi/multilinguals]], it involves the relationships between and within languages (also referred to as [[#metalinguistic awareness\|metalinguistic awareness]]). [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]
		+
		+	* Language to talk about 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]

	==metalinguistic awareness==		==metalinguistic awareness==

@@ Line 45: / Line 45: @@
 ==meaning-based literacy==
-* [[Caslon_Language_Education_Wikimedia_(L)#literacy|Literacy]] instruction that is meaningful and functional for the [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent]] readers or writers. In meaning-based [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], the text, writing activities, skills and tasks are taught in comprehensible, concrete, and engaging contexts that the learners can relate to personally (Fife, 2006). [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]
+* [[Caslon_Language_Education_Wikimedia_(L)#literacy|Literacy]] instruction that is meaningful and functional for the [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual(s)|emergent]] readers or writers. In meaning-based [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], the text, writing activities, skills and tasks are taught in comprehensible, concrete, and engaging contexts that the learners can relate to personally (Fife, 2006). [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]
 ==meta-analysis==

@@ Line 59: / Line 59: @@
 ==metalinguistic awareness==
-* The understanding of how language works and how it changes and adapts in different circumstances. The teaching of metalinguistic awareness means helping students learn to “think about language” and understand the explicit parts of language that together create the language system. In [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learners]] of Spanish and English, it is the understanding of how the two languages are similar and different. [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]
+* The understanding of how language works and how it changes and adapts in different circumstances. The teaching of metalinguistic awareness means helping students learn to “think about language” and understand the explicit parts of language that together create the language system. In [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learners]] of Spanish and English, it is the understanding of how the two languages are similar and different. [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]
 * The ability to think and talk about language and language systems. [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 ability to recognize the components and features of language in general and of the particular languages being developed by the student. This skill is more highly developed in [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|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]
+* The ability to recognize the components and features of language in general and of the particular languages being developed by the student. This skill is more highly developed in [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|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]
 ==metanarratives==

@@ Line 56: / Line 56: @@
 * Thinking and talking about language and, in the case of biliteracy, understanding the relationships between and within languages. It is the language used to talk about language, and its mastery allows students to analyze how language can be leveraged to express meaning. The development of metalanguage includes the ability to identify, analyze, and manipulate language forms and to analyze sounds, symbols, grammar, vocabulary, and language structures between and within languages. It has been identified as one of three fundamental skills, along with the psycholinguistic abilities, necessary to decode and comprehend. [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]
-* Awareness and understanding of how one uses languages. For [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bi/multilinguals]], it involves the relationships between and within languages.(Also referred to as [[#metalinguistic awareness|metalinguistic awareness]]).[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]
+* Awareness and understanding of how one uses languages. For [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bi/multilinguals]], it involves the relationships between and within languages (also referred to as [[#metalinguistic awareness|metalinguistic awareness]]). [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]
 ==metalinguistic awareness==