Difference between revisions of "Caslon Language Education Wikimedia (I)"
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==identity== | ==identity== | ||
| − | * The way one constructs one’s relationship with the world and others; sense of self. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * The way one constructs one’s relationship with the world and others; sense of self. [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] |
==idiosyncratic measures== | ==idiosyncratic measures== | ||
| − | * The planning, collecting, analyzing, and reporting of student data that are unique to individual teachers and their classrooms. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www. | + | * The planning, collecting, analyzing, and reporting of student data that are unique to individual teachers and their classrooms. [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] |
==imagined community== | ==imagined community== | ||
| − | * Term used by [https://en.wikipedia.org/wiki/Benedict_Anderson Benedict Anderson] to indicate that national identities are constructed phenomena. In the absence of daily face-to-face contact, individuals have to imagine the other members of the community—who they are, what they do, how they think. These assumptions about cultural and linguistic practices, values, beliefs become part of who is considered part of the community. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * Term used by [https://en.wikipedia.org/wiki/Benedict_Anderson Benedict Anderson] to indicate that national identities are constructed phenomena. In the absence of daily face-to-face contact, individuals have to imagine the other members of the community—who they are, what they do, how they think. These assumptions about cultural and linguistic practices, values, beliefs become part of who is considered part of the community. [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] |
==immersion== | ==immersion== | ||
| − | * The carefully planned learning environment for language learners in two language groups who are placed in [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)|two-way immersion (TWI)]] classrooms with one or two teachers who speak both English and the target language. The goal is that the non–English-speaking children will learn English and the English-speaking children will learn the other target language while both groups learn grade-level content together and become [[Caslon_Language_Education_Wikimedia_(B)#biculturalism|bicultural]]. The two student groups in a [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)|TWI]] classroom have similar [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiencies]] to the target language. Initially the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] is the language of instruction for the majority of the school day. Each year, instruction is increasingly taught in English. [[Caslon_Language_Education_Wikimedia_(L)#literacy|Literacy]] and academic content instruction is adapted to be comprehensible for the learners in both groups and materials are specifically selected to match the students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] levels in both languages. (See contrasting definition of [[Caslon_Language_Education_Wikimedia_(S)#submersion|submersion]].) [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www. | + | * The carefully planned learning environment for language learners in two language groups who are placed in [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)|two-way immersion (TWI)]] classrooms with one or two teachers who speak both English and the target language. The goal is that the non–English-speaking children will learn English and the English-speaking children will learn the other target language while both groups learn grade-level content together and become [[Caslon_Language_Education_Wikimedia_(B)#biculturalism|bicultural]]. The two student groups in a [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)|TWI]] classroom have similar [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiencies]] to the target language. Initially the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] is the language of instruction for the majority of the school day. Each year, instruction is increasingly taught in English. [[Caslon_Language_Education_Wikimedia_(L)#literacy|Literacy]] and academic content instruction is adapted to be comprehensible for the learners in both groups and materials are specifically selected to match the students’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] levels in both languages. (See contrasting definition of [[Caslon_Language_Education_Wikimedia_(S)#submersion|submersion]].) [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] |
==immersion program== | ==immersion program== | ||
| − | * A type of [[Caslon_Language_Education_Wikimedia_(D)#dual language|dual language]] program that exclusively targets language [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority]] students (such as English speakers in the United States). These programs provide content-area instruction through English and another language (e.g., French, Spanish, Chinese) and aim for [[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]] in two languages, and positive cultural understanding and intercultural relations. They are sometimes referred to as second or foreign language immersion programs. <i>Note</i>: Sometimes the term immersion is used to describe all-English programs for [[Caslon_Language_Education_Wikimedia_(L)#language majority|language minority]] students; however, when schools do not structure the learning environment of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] (e.g., by using [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instructional]] strategies), this experience is better understood as [[Caslon_Language_Education_Wikimedia_(S)#submersion|submersion]], or sink-or-swim. Contrast this with [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered English programs]] or specially designed academic instruction in English/[[Caslon_Language_Education_Wikimedia_(S)#specially designed academic instruction in English (SDAIE)|SDAIE programs]], that is, [[Caslon_Language_Education_Wikimedia_(E)#|English-medium]] programs that are specially designed to meet the language and learning needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [ | + | * A type of [[Caslon_Language_Education_Wikimedia_(D)#dual language|dual language]] program that exclusively targets language [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority]] students (such as English speakers in the United States). These programs provide content-area instruction through English and another language (e.g., French, Spanish, Chinese) and aim for [[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]] in two languages, and positive cultural understanding and intercultural relations. They are sometimes referred to as second or foreign language immersion programs. <i>Note</i>: Sometimes the term immersion is used to describe all-English programs for [[Caslon_Language_Education_Wikimedia_(L)#language majority|language minority]] students; however, when schools do not structure the learning environment of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] (e.g., by using [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instructional]] strategies), this experience is better understood as [[Caslon_Language_Education_Wikimedia_(S)#submersion|submersion]], or sink-or-swim. Contrast this with [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered English programs]] or specially designed academic instruction in English/[[Caslon_Language_Education_Wikimedia_(S)#specially designed academic instruction in English (SDAIE)|SDAIE programs]], that is, [[Caslon_Language_Education_Wikimedia_(E)#|English-medium]] programs that are specially designed to meet the language and learning needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]. [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] |
==immigrant== | ==immigrant== | ||
| − | * A person who makes a decision to relocate to another country with the intention of living there permanently. Because the move is planned and there are conditions for entry, the immigrating persons usually have financial and social resources available to them that support their move. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by | + | * A person who makes a decision to relocate to another country with the intention of living there permanently. Because the move is planned and there are conditions for entry, the immigrating persons usually have financial and social resources available to them that support their move. [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] |
==independent reading== | ==independent reading== | ||
| − | * A reading approach where the students read by themselves without direct teacher support. Its purpose is to offer sustained and expanded opportunities for children to read self-selected materials, enjoy reading, and refine their comprehension strategies and [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] skills. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [ | + | * A reading approach where the students read by themselves without direct teacher support. Its purpose is to offer sustained and expanded opportunities for children to read self-selected materials, enjoy reading, and refine their comprehension strategies and [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] skills. [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] |
| − | * Reading that students are able to do on their own with little or no support. [ | + | * Reading that students are able to do on their own with little or no support. [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] |
==independent writing== | ==independent writing== | ||
| − | * An approach to writing instruction in which children write by themselves across a variety of genres and there is little or no teacher support. The teacher provides feedback through individual writing conferences. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [ | + | * An approach to writing instruction in which children write by themselves across a variety of genres and there is little or no teacher support. The teacher provides feedback through individual writing conferences. [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 that students are able to do on their own with little or no support. [ | + | * Writing that students are able to do on their own with little or no support. [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] |
==individualized education plan (IEP)== | ==individualized education plan (IEP)== | ||
| − | * Federally mandated plan for school-based services provided to children with exceptionalities. These services must be developed jointly by the student’s family and professional interventionists, based upon multidisciplinary [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] of the student, and include services to enhance the academic development of the student. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/ | + | * Federally mandated plan for school-based services provided to children with exceptionalities. These services must be developed jointly by the student’s family and professional interventionists, based upon multidisciplinary [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] of the student, and include services to enhance the academic development of the student. [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] |
==individualized intervention== | ==individualized intervention== | ||
| − | * [[Caslon_Language_Education_Wikimedia_(T)#Tier 2 Intervention|Tier 2]] within the [[Caslon_Language_Education_Wikimedia_(R)#response to intervention (RTI)|response to intervention (RtI)]] approach. A [[Caslon_Language_Education_Wikimedia_(T)#Tier 2 Intervention|Tier 2 intervention]] is intended for students who need additional support. These students should be given individualized intervention plans. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/ | + | * [[Caslon_Language_Education_Wikimedia_(T)#Tier 2 Intervention|Tier 2]] within the [[Caslon_Language_Education_Wikimedia_(R)#response to intervention (RTI)|response to intervention (RtI)]] approach. A [[Caslon_Language_Education_Wikimedia_(T)#Tier 2 Intervention|Tier 2 intervention]] is intended for students who need additional support. These students should be given individualized intervention plans. [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] |
==Individuals with Disabilities Education Act (IDEA)== | ==Individuals with Disabilities Education Act (IDEA)== | ||
| Line 63: | Line 63: | ||
==Individuals with Disabilities Education Improvement Act (IDEIA)== | ==Individuals with Disabilities Education Improvement Act (IDEIA)== | ||
| − | * Federal legislation enacted to ensure the rights of and provide appropriate and necessary public educational services for students with exceptionalities. Also known as the [[#Individuals with Disabilities Education Act (IDEA)|Individuals with Disabilities Education Act (IDEA)]]. First passed in 1975 as the [[Caslon_Language_Education_Wikimedia_(E)#Education for All Handicapped Children Act, 1975 (P.L. 94-142)|Education Act for All Handicapped (PL 94-142)]] with subsequent reauthorizations (including 2004). [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/ | + | * Federal legislation enacted to ensure the rights of and provide appropriate and necessary public educational services for students with exceptionalities. Also known as the [[#Individuals with Disabilities Education Act (IDEA)|Individuals with Disabilities Education Act (IDEA)]]. First passed in 1975 as the [[Caslon_Language_Education_Wikimedia_(E)#Education for All Handicapped Children Act, 1975 (P.L. 94-142)|Education Act for All Handicapped (PL 94-142)]] with subsequent reauthorizations (including 2004). [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] |
==informal language== | ==informal language== | ||
| − | * See [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [ | + | * See [[Caslon_Language_Education_Wikimedia_(S)#social language|social language]]. [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] |
==informal reading inventory== | ==informal reading inventory== | ||
| − | * A performance-based, [[Caslon_Language_Education_Wikimedia_(F)#formative assessment|formative assessment]] of students’ reading whose results provide an inventory of students’ abilities in major aspects of reading, including vocabulary knowledge, listening comprehension, silent reading comprehension, and fluency. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www. | + | * A performance-based, [[Caslon_Language_Education_Wikimedia_(F)#formative assessment|formative assessment]] of students’ reading whose results provide an inventory of students’ abilities in major aspects of reading, including vocabulary knowledge, listening comprehension, silent reading comprehension, and fluency. [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] |
==initial literacy instruction== | ==initial literacy instruction== | ||
| − | * The teaching of reading and writing when students first encounter print and are beginning to learn to match oral language with text. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [ | + | * The teaching of reading and writing when students first encounter print and are beginning to learn to match oral language with text. [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] |
==initiation-response-evaluation (IRE)== | ==initiation-response-evaluation (IRE)== | ||
| − | * Recitation script in which the teacher initiates a question, the student replies, and the the teacher evaluates the correctness of the student’s response. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * Recitation script in which the teacher initiates a question, the student replies, and the the teacher evaluates the correctness of the student’s response. [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] |
==inner circle== | ==inner circle== | ||
| − | * The innermost of the three concentric circles conceived by [https://en.wikipedia.org/wiki/Braj_Kachru Braj Kachru] (1985) to describe the level of English use within a country; in the inner circle English is the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] for the great majority of inhabitants. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * The innermost of the three concentric circles conceived by [https://en.wikipedia.org/wiki/Braj_Kachru Braj Kachru] (1985) to describe the level of English use within a country; in the inner circle English is the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] for the great majority of 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] |
==integrated bilingual education models== | ==integrated bilingual education models== | ||
| − | * [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|Bilingual education]] models that integrate speakers of the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] and [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] speakers. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|Bilingual education]] models that integrate speakers of the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] and [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] speakers. [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] |
==integrated transitional bilingual education== | ==integrated transitional bilingual education== | ||
| − | * Model of [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|transitional bilingual education (TBE)]] in which [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] students share instructional time with students placed in a mainstream classroom in an effort to overcome the negative impact of segregating the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] students while they are becoming familiar with the new language and culture. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * Model of [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|transitional bilingual education (TBE)]] in which [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] students share instructional time with students placed in a mainstream classroom in an effort to overcome the negative impact of segregating the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] students while they are becoming familiar with the new language and culture. [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] |
==integration== | ==integration== | ||
| − | * Process of bringing together different parts, on an equal basis, to make a whole. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * Process of bringing together different parts, on an equal basis, to make a whole. [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] |
==intensive intervention== | ==intensive intervention== | ||
| − | * [[Caslon_Language_Education_Wikimedia_(T)#Tier 3 Intervention|Tier 3]] within the [[Caslon_Language_Education_Wikimedia_(R)#response to intervention (RTI)|response to intervention (RtI)]] approach. A [[Caslon_Language_Education_Wikimedia_(T)#Tier 3 Intervention|Tier 3 intervention]] may be comprised of specialized individualized interventions for students with significant needs. This level of support may involve special education services or may be employed as the last set of specific, one-on-one interventions before placement of the child into special education. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/ | + | * [[Caslon_Language_Education_Wikimedia_(T)#Tier 3 Intervention|Tier 3]] within the [[Caslon_Language_Education_Wikimedia_(R)#response to intervention (RTI)|response to intervention (RtI)]] approach. A [[Caslon_Language_Education_Wikimedia_(T)#Tier 3 Intervention|Tier 3 intervention]] may be comprised of specialized individualized interventions for students with significant needs. This level of support may involve special education services or may be employed as the last set of specific, one-on-one interventions before placement of the child into 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] |
==interactive read aloud== | ==interactive read aloud== | ||
| − | * A reading approach in which the teacher reads aloud to children, thus modeling the reading process and comprehension strategies. In [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]], this also includes directing students’ attention to cross-language connections. An essential feature of this approach is active student engagement in conversations about the text to support both [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] skills and oral language development. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [ | + | * A reading approach in which the teacher reads aloud to children, thus modeling the reading process and comprehension strategies. In [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]], this also includes directing students’ attention to cross-language connections. An essential feature of this approach is active student engagement in conversations about the text to support both [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] skills and oral language development. [[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] |
==interactive writing== | ==interactive writing== | ||
| − | * Writing instruction for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] who are at the beginning stage of writing, in which the teacher and the students compose a short sentence or paragraph. The teacher helps the students construct the sentence or sentences in enlarged text (e.g., on chart paper) by guiding individual students as they come up to add individual letters or words, and helping them to make relevant sound-symbol correspondences. [ | + | * Writing instruction for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] who are at the beginning stage of writing, in which the teacher and the students compose a short sentence or paragraph. The teacher helps the students construct the sentence or sentences in enlarged text (e.g., on chart paper) by guiding individual students as they come up to add individual letters or words, and helping them to make relevant sound-symbol correspondences. [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] |
==interdependence hypothesis== | ==interdependence hypothesis== | ||
| − | * Developed by [ | + | * Developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins]; states that [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] is related to [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]]. See also [[Caslon_Language_Education_Wikimedia_(C)#common underlying proficiency (CUP)|common underlying proficiency (CUP)]]. [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] |
==intergenerational language transmission== | ==intergenerational language transmission== | ||
| − | * Language acquisition context where children acquire their [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] from their parents. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * Language acquisition context where children acquire their [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] from their parents. [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] |
| + | |||
| + | ==interlanguage== | ||
| + | * The developmental continuum along which language acquisition proceeds. The term focuses attention on the systematic nature of ELLs’ language production, rather than seeing it as random performance. From 2.4 (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] | ||
| + | |||
| + | ==interlexical homographs== | ||
| + | * These share one graphemic form and two distinct meanings. For example, in Spanish, ten is a command (take it) and, in English, a number (10). From 5.12 (Velasco) 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] | ||
==internal accountability== | ==internal accountability== | ||
| − | * A system of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] and [[Caslon_Language_Education_Wikimedia_(E)#evaluation|evaluation]] in which multiple sources of data are used for monitoring student progress in reaching locally determined goals and making improvements to programs of instruction based on local needs. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www. | + | * A system of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] and [[Caslon_Language_Education_Wikimedia_(E)#evaluation|evaluation]] in which multiple sources of data are used for monitoring student progress in reaching locally determined goals and making improvements to programs of instruction based on local needs. [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] |
==internal structure of a language== | ==internal structure of a language== | ||
| − | * The natural way a language is organized. [[Caslon_Language_Education_Wikimedia_(L)#literacy|Literacy]] instruction that matches the internal structure of the language is characterized by the use of strategies that support [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] development in that language, such as studying vowels first in Spanish and consonants first in English. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [ | + | * The natural way a language is organized. [[Caslon_Language_Education_Wikimedia_(L)#literacy|Literacy]] instruction that matches the internal structure of the language is characterized by the use of strategies that support [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] development in that language, such as studying vowels first in Spanish and consonants first in English. [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] |
==intersentential code-switching== | ==intersentential code-switching== | ||
| − | * [[Caslon_Language_Education_Wikimedia_(C)#code-switching|Code-switching]] (switching from one language to the other) that occurs between sentences. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [ | + | * [[Caslon_Language_Education_Wikimedia_(C)#code-switching|Code-switching]] (switching from one language to the other) that occurs between sentences. [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] |
==interventions== | ==interventions== | ||
| − | * Strategies used to address a student’s observed learning difficulty. See [[#individualized intervention|individualized interventions]], [[#intensive intervention|intensive interventions]], [[Caslon_Language_Education_Wikimedia_(S)#specific interventions|specific interventions]], [[Caslon_Language_Education_Wikimedia_(S)#systemic interventions|systemic interventions]], [[Caslon_Language_Education_Wikimedia_(U)#universal intervention|universal interventions]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/ | + | * Strategies used to address a student’s observed learning difficulty. See [[#individualized intervention|individualized interventions]], [[#intensive intervention|intensive interventions]], [[Caslon_Language_Education_Wikimedia_(S)#specific interventions|specific interventions]], [[Caslon_Language_Education_Wikimedia_(S)#systemic interventions|systemic interventions]], [[Caslon_Language_Education_Wikimedia_(U)#universal intervention|universal interventions]]. [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] |
| + | |||
| + | * Learning [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolds]] made available to students who need additional academic or linguistic support. [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] | ||
==intrasentential code-switching== | ==intrasentential code-switching== | ||
| − | * [[Caslon_Language_Education_Wikimedia_(C)#code-switching|Code-switching]] that occurs within the boundaries of a sentence. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [ | + | * [[Caslon_Language_Education_Wikimedia_(C)#code-switching|Code-switching]] that occurs within the boundaries of a sentence. [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] |
==intrinsic== | ==intrinsic== | ||
| − | * Causal variables or factors located within the child. Generally accounted for by semiotic, cognitive, or linguistic impairments. Intrinsic factors are to be contrasted to [[Caslon_Language_Education_Wikimedia_(E)#extrinsic|extrinsic]] factors. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/ | + | * Causal variables or factors located within the child. Generally accounted for by semiotic, cognitive, or linguistic impairments. Intrinsic factors are to be contrasted to [[Caslon_Language_Education_Wikimedia_(E)#extrinsic|extrinsic]] 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] |
==invented spelling== | ==invented spelling== | ||
| − | * Also called developmental spelling, transitional spelling, or temporary spelling; refers to a temporary stage emergent writers may go through as they rely on their knowledge of sound-symbol correspondences to write words as the words sound to them. [ | + | * Also called <i>developmental spelling</i>, transitional spelling, or temporary spelling; refers to a temporary stage emergent writers may go through as they rely on their knowledge of sound-symbol correspondences to write words as the words sound to them. [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] |
==inventory of specific observable behaviors (ISOB)== | ==inventory of specific observable behaviors (ISOB)== | ||
| − | * A compiled list of all the specific challenges that a given student seems to be facing at school. This list can be generated from scratch based on [[Caslon_Language_Education_Wikimedia_(E)#Ensuring a Continuum of Services (ECOS) Team|ECOS team]] observations, or it can be based on a previously generated list and revised according to [[Caslon_Language_Education_Wikimedia_(E)#Ensuring a Continuum of Services (ECOS) Team|ECOS team]] observations. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/ | + | * A compiled list of all the specific challenges that a given student seems to be facing at school. This list can be generated from scratch based on [[Caslon_Language_Education_Wikimedia_(E)#Ensuring a Continuum of Services (ECOS) Team|ECOS team]] observations, or it can be based on a previously generated list and revised according to [[Caslon_Language_Education_Wikimedia_(E)#Ensuring a Continuum of Services (ECOS) Team|ECOS team]] observations. [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] |
==IQ test== | ==IQ test== | ||
| − | * Designed to measure an assumed intelligence quotient, believed to be innate (also called general intelligence factor or the g factor). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * Designed to measure an assumed intelligence quotient, believed to be innate (also called general intelligence factor or the g factor). [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] |
[[#Caslon Language Education Index|Top]] | [[#Caslon Language Education Index|Top]] | ||
Latest revision as of 18:32, 19 July 2019
Contents
- 1 Caslon Language Education Index
- 2 identity
- 3 idiosyncratic measures
- 4 imagined community
- 5 immersion
- 6 immersion program
- 7 immigrant
- 8 independent reading
- 9 independent writing
- 10 individualized education plan (IEP)
- 11 individualized intervention
- 12 Individuals with Disabilities Education Act (IDEA)
- 13 Individuals with Disabilities Education Improvement Act (IDEIA)
- 14 informal language
- 15 informal reading inventory
- 16 initial literacy instruction
- 17 initiation-response-evaluation (IRE)
- 18 inner circle
- 19 integrated bilingual education models
- 20 integrated transitional bilingual education
- 21 integration
- 22 intensive intervention
- 23 interactive read aloud
- 24 interactive writing
- 25 interdependence hypothesis
- 26 intergenerational language transmission
- 27 interlanguage
- 28 interlexical homographs
- 29 internal accountability
- 30 internal structure of a language
- 31 intersentential code-switching
- 32 interventions
- 33 intrasentential code-switching
- 34 intrinsic
- 35 invented spelling
- 36 inventory of specific observable behaviors (ISOB)
- 37 IQ test
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
identity
- The way one constructs one’s relationship with the world and others; sense of self. Foundations for Multilingualism in Education by Ester de Jong
idiosyncratic measures
- The planning, collecting, analyzing, and reporting of student data that are unique to individual teachers and their classrooms. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen
imagined community
- Term used by Benedict Anderson to indicate that national identities are constructed phenomena. In the absence of daily face-to-face contact, individuals have to imagine the other members of the community—who they are, what they do, how they think. These assumptions about cultural and linguistic practices, values, beliefs become part of who is considered part of the community. Foundations for Multilingualism in Education by Ester de Jong
immersion
- The carefully planned learning environment for language learners in two language groups who are placed in two-way immersion (TWI) classrooms with one or two teachers who speak both English and the target language. The goal is that the non–English-speaking children will learn English and the English-speaking children will learn the other target language while both groups learn grade-level content together and become bicultural. The two student groups in a TWI classroom have similar language proficiencies to the target language. Initially the minority language is the language of instruction for the majority of the school day. Each year, instruction is increasingly taught in English. Literacy and academic content instruction is adapted to be comprehensible for the learners in both groups and materials are specifically selected to match the students’ language proficiency levels in both languages. (See contrasting definition of submersion.) Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King
immersion program
- A type of dual language program that exclusively targets language majority students (such as English speakers in the United States). These programs provide content-area instruction through English and another language (e.g., French, Spanish, Chinese) and aim for bilingualism, biliteracy, academic achievement in two languages, and positive cultural understanding and intercultural relations. They are sometimes referred to as second or foreign language immersion programs. Note: Sometimes the term immersion is used to describe all-English programs for language minority students; however, when schools do not structure the learning environment of English language learners (e.g., by using sheltered instructional strategies), this experience is better understood as submersion, or sink-or-swim. Contrast this with sheltered English programs or specially designed academic instruction in English/SDAIE programs, that is, English-medium programs that are specially designed to meet the language and learning needs of ELLs. English Language Learners at School, second edition by Else Hamayan and Rebecca Field
immigrant
- A person who makes a decision to relocate to another country with the intention of living there permanently. Because the move is planned and there are conditions for entry, the immigrating persons usually have financial and social resources available to them that support their move. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
independent reading
- A reading approach where the students read by themselves without direct teacher support. Its purpose is to offer sustained and expanded opportunities for children to read self-selected materials, enjoy reading, and refine their comprehension strategies and literacy skills. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla
- Reading that students are able to do on their own with little or no support. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
independent writing
- An approach to writing instruction in which children write by themselves across a variety of genres and there is little or no teacher support. The teacher provides feedback through individual writing conferences. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla
- Writing that students are able to do on their own with little or no support. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
individualized education plan (IEP)
- Federally mandated plan for school-based services provided to children with exceptionalities. These services must be developed jointly by the student’s family and professional interventionists, based upon multidisciplinary assessment of the student, and include services to enhance the academic development of the student. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico
individualized intervention
- Tier 2 within the response to intervention (RtI) approach. A Tier 2 intervention is intended for students who need additional support. These students should be given individualized intervention plans. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico
Individuals with Disabilities Education Act (IDEA)
- Federal law that requires schools to serve the educational needs of eligible students with disabilities.
Individuals with Disabilities Education Improvement Act (IDEIA)
- Federal legislation enacted to ensure the rights of and provide appropriate and necessary public educational services for students with exceptionalities. Also known as the Individuals with Disabilities Education Act (IDEA). First passed in 1975 as the Education Act for All Handicapped (PL 94-142) with subsequent reauthorizations (including 2004). Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico
informal language
informal reading inventory
- A performance-based, formative assessment of students’ reading whose results provide an inventory of students’ abilities in major aspects of reading, including vocabulary knowledge, listening comprehension, silent reading comprehension, and fluency. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen
initial literacy instruction
- The teaching of reading and writing when students first encounter print and are beginning to learn to match oral language with text. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
initiation-response-evaluation (IRE)
- Recitation script in which the teacher initiates a question, the student replies, and the the teacher evaluates the correctness of the student’s response. Foundations for Multilingualism in Education by Ester de Jong
inner circle
- The innermost of the three concentric circles conceived by Braj Kachru (1985) to describe the level of English use within a country; in the inner circle English is the native language for the great majority of inhabitants. Foundations for Multilingualism in Education by Ester de Jong
integrated bilingual education models
- Bilingual education models that integrate speakers of the dominant language and minority language speakers. Foundations for Multilingualism in Education by Ester de Jong
integrated transitional bilingual education
- Model of transitional bilingual education (TBE) in which minority language students share instructional time with students placed in a mainstream classroom in an effort to overcome the negative impact of segregating the minority language students while they are becoming familiar with the new language and culture. Foundations for Multilingualism in Education by Ester de Jong
integration
- Process of bringing together different parts, on an equal basis, to make a whole. Foundations for Multilingualism in Education by Ester de Jong
intensive intervention
- Tier 3 within the response to intervention (RtI) approach. A Tier 3 intervention may be comprised of specialized individualized interventions for students with significant needs. This level of support may involve special education services or may be employed as the last set of specific, one-on-one interventions before placement of the child into special education. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico
interactive read aloud
- A reading approach in which the teacher reads aloud to children, thus modeling the reading process and comprehension strategies. In Literacy Squared, this also includes directing students’ attention to cross-language connections. An essential feature of this approach is active student engagement in conversations about the text to support both literacy skills and oral language development. [Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla
interactive writing
- Writing instruction for ELLs who are at the beginning stage of writing, in which the teacher and the students compose a short sentence or paragraph. The teacher helps the students construct the sentence or sentences in enlarged text (e.g., on chart paper) by guiding individual students as they come up to add individual letters or words, and helping them to make relevant sound-symbol correspondences. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
interdependence hypothesis
- Developed by Jim Cummins; states that proficiency in the second language is related to proficiency in the native language. See also common underlying proficiency (CUP). Foundations for Multilingualism in Education by Ester de Jong
intergenerational language transmission
- Language acquisition context where children acquire their native language from their parents. Foundations for Multilingualism in Education by Ester de Jong
interlanguage
- The developmental continuum along which language acquisition proceeds. The term focuses attention on the systematic nature of ELLs’ language production, rather than seeing it as random performance. From 2.4 (Larsen-Freeman) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro
interlexical homographs
- These share one graphemic form and two distinct meanings. For example, in Spanish, ten is a command (take it) and, in English, a number (10). From 5.12 (Velasco) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro
internal accountability
- A system of assessment and evaluation in which multiple sources of data are used for monitoring student progress in reaching locally determined goals and making improvements to programs of instruction based on local needs. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen
internal structure of a language
- The natural way a language is organized. Literacy instruction that matches the internal structure of the language is characterized by the use of strategies that support literacy development in that language, such as studying vowels first in Spanish and consonants first in English. Teaching for Biliteracy by [Karen Beeman and Cheryl Urow
intersentential code-switching
- Code-switching (switching from one language to the other) that occurs between sentences. Biliteracy from the Start by [Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla
interventions
- Strategies used to address a student’s observed learning difficulty. See individualized interventions, intensive interventions, specific interventions, systemic interventions, universal interventions. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico
- Learning scaffolds made available to students who need additional academic or linguistic support. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang
intrasentential code-switching
- Code-switching that occurs within the boundaries of a sentence. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla
intrinsic
- Causal variables or factors located within the child. Generally accounted for by semiotic, cognitive, or linguistic impairments. Intrinsic factors are to be contrasted to extrinsic factors. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico
invented spelling
- Also called developmental spelling, transitional spelling, or temporary spelling; refers to a temporary stage emergent writers may go through as they rely on their knowledge of sound-symbol correspondences to write words as the words sound to them. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
inventory of specific observable behaviors (ISOB)
- A compiled list of all the specific challenges that a given student seems to be facing at school. This list can be generated from scratch based on ECOS team observations, or it can be based on a previously generated list and revised according to ECOS team observations. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico
IQ test
- Designed to measure an assumed intelligence quotient, believed to be innate (also called general intelligence factor or the g factor). Foundations for Multilingualism in Education by Ester de Jong
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