Difference between revisions of "Caslon Language Education Wikimedia (O)"
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==official language== | ==official language== | ||
| − | * Language that has been declared in the constitution as the language of a nation or other political unit. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * Language that has been declared in the constitution as the language of a nation or other political unit. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/ Ester de Jong] |
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| + | ==one-way bilingual program(s)== | ||
| + | * The majority of students speak a language other than English as they are learning English. Students receive instruction in both languages. [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] | ||
==one-way developmental bilingual education== | ==one-way developmental bilingual education== | ||
| − | * | + | * See [[Caslon_Language_Education_Wikimedia_(D)#developmental bilingual education (DBE)|developmental bilingual education (DBE)]] |
==one-way dual-language bilingual education (DLBE)== | ==one-way dual-language bilingual education (DLBE)== | ||
* Also called developmental maintenance bilingual education, one-way DLBE programs include only students who have a common [[Caslon_Language_Education_Wikimedia_(H)#home language|home]]/[[Caslon_Language_Education_Wikimedia_(H)#heritage language|heritage language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://ofeliagarcia.org/ Ofelia García],[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Susana Ibarra Johnson], and [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Kate Seltzer] | * Also called developmental maintenance bilingual education, one-way DLBE programs include only students who have a common [[Caslon_Language_Education_Wikimedia_(H)#home language|home]]/[[Caslon_Language_Education_Wikimedia_(H)#heritage language|heritage language]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://ofeliagarcia.org/ Ofelia García],[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Susana Ibarra Johnson], and [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Kate Seltzer] | ||
| + | |||
| + | ==one-way immersion== | ||
| + | * A [[Caslon_Language_Education_Wikimedia_(D)#dual-language bilingual education (DLBE)|dual language bilingual education]] program that typically serves only speakers of the same [[Caslon_Language_Education_Wikimedia_(H)#home language(s)|home language]]. Programs serving all [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] are more accurately called [[Caslon_Language_Education_Wikimedia_(D)#developmental bilingual education (DBE)|development bilingual education]]. Programs serving all English speakers are more accurately called [[Caslon_Language_Education_Wikimedia_(B)#bilingual immersion|bilingual 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/landing//wright.wayne/ Wayne E. Wright] | ||
==oracy== | ==oracy== | ||
| − | * The ability to use, understand, and produce a variety of oral language (listening and speaking) [[Caslon_Language_Education_Wikimedia_(G)#genres|genres]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [ | + | * The ability to use, understand, and produce a variety of oral language (listening and speaking) [[Caslon_Language_Education_Wikimedia_(G)#genres|genres]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/landing//beeman.karen/ Karen Beeman] and [https://www.caslonpublishing.com/landing//urow.cheryl/ Cheryl Urow] |
| − | * The development of oral skills in formal education. Oracy is an important form of communication between human beings. It has many purposes and functions, including talking to learn and the capacity to understand speech and use it to express oneself. Oracy skills assist children in expressing their reading and writing comprehension. Oracy has three main components: language structures, vocabulary, and dialogue. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [ | + | |
| − | * The ability to express one’s self well in speech. Also can denote the oral skills used in formal education, particularly around reading and writing. Oracy has three main components: language structures, vocabulary, and dialogue. [ | + | * The development of oral skills in formal education. Oracy is an important form of communication between human beings. It has many purposes and functions, including talking to learn and the capacity to understand speech and use it to express oneself. Oracy skills assist children in expressing their reading and writing comprehension. Oracy has three main components: language structures, vocabulary, and dialogue. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/landing//escamilla.kathy/ Kathy Escamilla], [https://www.caslonpublishing.com/landing//hopewell.sue/ Susan Hopewell], [https://www.caslonpublishing.com/landing//butvilofsky.sandra/ Sandra Butvilofsky], [https://www.caslonpublishing.com/landing//sparrow.wendy/ Wendy Sparrow], [https://www.caslonpublishing.com/landing//soltero-gonzales.lucinda/ Lucinda Soltero-González], [https://www.caslonpublishing.com/landing//ruiz.figueroa.olivia/ Olivia Ruiz-Figueroa], and [https://www.caslonpublishing.com/landing//escamilla.manuel/ Manuel Escamilla] |
| + | |||
| + | * The oral language skills and structures necessary for a child to become literate. Students have opportunities to learn, apply, and practice this language. [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] | ||
| + | |||
| + | * The ability to express one’s self well in speech. Also can denote the oral skills used in formal education, particularly around reading and writing. Oracy has three main components: language structures, vocabulary, and dialogue. [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/landing//wright.wayne/ Wayne E. Wright] | ||
==oral discourse pattern== | ==oral discourse pattern== | ||
| − | * Speech pattern of a particular group of people, reflecting the social expectations of the cultural context in which their language is developed. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [ | + | * Speech pattern of a particular group of people, reflecting the social expectations of the cultural context in which their language is developed. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/landing//beeman.karen/ Karen Beeman] and [https://www.caslonpublishing.com/landing//urow.cheryl/ Cheryl Urow] |
==orientalism== | ==orientalism== | ||
| − | * Approach that advocated the use of local languages for instruction in colonial nations while insisting on western-based curriculum. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * Approach that advocated the use of local languages for instruction in colonial nations while insisting on western-based curriculum. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/ Ester de Jong] |
==outer circle== | ==outer circle== | ||
| − | * The middle 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 outer circle, English is used as a second language by most inhabitants of a country but it is the dominant language used for government, schooling, and so forth, as a result of British or American colonialism. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [ | + | * The middle 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 outer circle, English is used as a second language by most inhabitants of a country but it is the dominant language used for government, schooling, and so forth, as a result of British or American colonialism. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/landing//beeman.karen/ Karen Beeman] and [https://www.caslonpublishing.com/landing//urow.cheryl/ Cheryl Urow] |
[[#Caslon Language Education Index|Top]] | [[#Caslon Language Education Index|Top]] | ||
Latest revision as of 15:51, 17 July 2019
Contents
Caslon Language Education Index
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z
official language
- Language that has been declared in the constitution as the language of a nation or other political unit. Foundations for Multilingualism in Education by Ester de Jong
one-way bilingual program(s)
- The majority of students speak a language other than English as they are learning English. Students receive instruction in both languages. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang
one-way developmental bilingual education
one-way dual-language bilingual education (DLBE)
- Also called developmental maintenance bilingual education, one-way DLBE programs include only students who have a common home/heritage language. The Translanguaging Classroom by Ofelia García,Susana Ibarra Johnson, and Kate Seltzer
one-way immersion
- A dual language bilingual education program that typically serves only speakers of the same home language. Programs serving all ELLs are more accurately called development bilingual education. Programs serving all English speakers are more accurately called bilingual immersion programs. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
oracy
- The ability to use, understand, and produce a variety of oral language (listening and speaking) genres. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
- The development of oral skills in formal education. Oracy is an important form of communication between human beings. It has many purposes and functions, including talking to learn and the capacity to understand speech and use it to express oneself. Oracy skills assist children in expressing their reading and writing comprehension. Oracy has three main components: language structures, vocabulary, and dialogue. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla
- The oral language skills and structures necessary for a child to become literate. Students have opportunities to learn, apply, and practice this language. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang
- The ability to express one’s self well in speech. Also can denote the oral skills used in formal education, particularly around reading and writing. Oracy has three main components: language structures, vocabulary, and dialogue. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
oral discourse pattern
- Speech pattern of a particular group of people, reflecting the social expectations of the cultural context in which their language is developed. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
orientalism
- Approach that advocated the use of local languages for instruction in colonial nations while insisting on western-based curriculum. Foundations for Multilingualism in Education by Ester de Jong
outer circle
- The middle of the three concentric circles conceived by Braj Kachru (1985) to describe the level of English use within a country; in the outer circle, English is used as a second language by most inhabitants of a country but it is the dominant language used for government, schooling, and so forth, as a result of British or American colonialism. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
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