Difference between revisions of "Caslon Language Education Wikimedia (H)"
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== heritage language== | == heritage language== | ||
| − | * In the United States, refers to a non-English language to which one has a family tie. Both [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] and students who are [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]] in English and may have little to no [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in their heritage language, as is common for second- and third-generation immigrant students, may be designated heritage language students. [ | + | * In the United States, refers to a non-English language to which one has a family tie. Both [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] and students who are [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]] in English and may have little to no [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in their heritage language, as is common for second- and third-generation immigrant students, may be designated heritage language students. [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] |
==heritage language classes== | ==heritage language classes== | ||
| Line 45: | Line 45: | ||
* A program designed for students whose home or ancestral language is a language other than English, including Native Americans, immigrants, and those born in the United States whose family or ancestors came from another country and speak a language other than English. The program is designed to develop, maintain, and promote the [[Caslon_Language_Education_Wikimedia_(H)#home language|home or ancestral language]] of the learners. [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] | * A program designed for students whose home or ancestral language is a language other than English, including Native Americans, immigrants, and those born in the United States whose family or ancestors came from another country and speak a language other than English. The program is designed to develop, maintain, and promote the [[Caslon_Language_Education_Wikimedia_(H)#home language|home or ancestral language]] of the learners. [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] | ||
| − | * A language program for heritage language speakers that aims to broaden the linguistic repertoire of these students. Heritage language programs may be offered by community-based institutions (such as Chinese programs at Saturday schools or Korean programs at church) or by public schools (such as a world language for these students). The most common heritage language programs offered in public schools are Spanish for Spanish speakers or [[Caslon_Language_Education_Wikimedia_(S)#Spanish for native speakers (SNS)|Spanish for Native Speakers (SNS)]] programs. We also find programs that promote Native American languages or other less commonly taught languages. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field] | + | * A language program for heritage language speakers that aims to broaden the linguistic repertoire of these students. Heritage language programs may be offered by community-based institutions (such as Chinese programs at Saturday schools or Korean programs at church) or by public schools (such as a world language for these students). The most common heritage language programs offered in public schools are Spanish for Spanish speakers or [[Caslon_Language_Education_Wikimedia_(S)#Spanish for native speakers (SNS)|Spanish for Native Speakers (SNS)]] programs. We also find programs that promote Native American languages or other less commonly taught languages. [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] |
| − | * Programs for language minority students to develop or maintain their heritage language; includes [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]], foreign language classes targeting native speakers in K–12 and | + | * Speakers of a language other than English (LOTE) who are reclaiming, embracing, and developing their heritage language. From 4.2 (Hilliard, Mulcahy, and Yanguas) 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] |
| + | |||
| + | * Programs for language minority students to develop or maintain their heritage language; includes [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]], foreign language classes targeting native speakers in K–12 and post-secondary education, and community-based after-school or weekend programs. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright] | ||
==heritage language speaker(s)== | ==heritage language speaker(s)== | ||
| Line 54: | Line 56: | ||
* Proficient English speakers from linguistically and culturally diverse backgrounds who also speak or understand a language other than English. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen] | * Proficient English speakers from linguistically and culturally diverse backgrounds who also speak or understand a language other than English. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen] | ||
| − | * A student who speaks a language other than English (their heritage language) at home. Heritage language speakers, as a collective, have a wide range of expertise in their heritage language. Some heritage language speakers may be able to speak, understand, read, and write for a wide range of purposes, while others may only be able to understand their heritage language when they are spoken to by a family or community member about a familiar topic. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field] | + | * A student who speaks a language other than English (their heritage language) at home. Heritage language speakers, as a collective, have a wide range of expertise in their heritage language. Some heritage language speakers may be able to speak, understand, read, and write for a wide range of purposes, while others may only be able to understand their heritage language when they are spoken to by a family or community member about a familiar topic. [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] |
==heteroglossic perspective== | ==heteroglossic perspective== | ||
| − | * Views [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] as the norm and treats the languages of bilinguals as coexisting. [ | + | * Views [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] as the norm and treats the languages of bilinguals as coexisting. [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] |
==high-stakes tests== | ==high-stakes tests== | ||
* Large-scale, [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative]] instruments that tend to influence policymaking and whose results have potential consequences for students, teachers, schools, or school districts. [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] | * Large-scale, [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative]] instruments that tend to influence policymaking and whose results have potential consequences for students, teachers, schools, or school districts. [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] | ||
| + | |||
| + | ==highly embedded professional development (PD)== | ||
| + | * PD that occurs simultaneously in several contexts, such as the classroom, the school community, and PD courses or workshops ([https://ed.stanford.edu/faculty/hildab Borko], 2004; [https://edpolicy.stanford.edu/node/46 Darling-Hammond], 2012) and that is directly related to the work of teaching (e.g., having the PD in a teacher’s own classroom, possibly through targeted observations). This form of PD is an absolute requirement if there is to be any real and sustained progress in the effective teaching of linguistic and culturally diverse student populations. [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/ <i>Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators</i>] by [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/authors/ Eva Ponte, Christina Higgins] | ||
==holistic bilingualism== | ==holistic bilingualism== | ||
| Line 69: | Line 74: | ||
==holistic scoring== | ==holistic scoring== | ||
| − | * A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] in which a student’s performance (e.g., a writing sample) is given a single score that represents an overall judgment of the performance as a whole. [ | + | * A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] in which a student’s performance (e.g., a writing sample) is given a single score that represents an overall judgment of the performance as a whole. [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] |
==holistic view of bilingualism== | ==holistic view of bilingualism== | ||
* Considers the two languages of a [[Caslon_Language_Education_Wikimedia_(B)#bilinguality|bilingual]] person as part of an integrated whole; a [[Caslon_Language_Education_Wikimedia_(B)#bilinguality|bilingual]] person should not be seen as two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [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] | * Considers the two languages of a [[Caslon_Language_Education_Wikimedia_(B)#bilinguality|bilingual]] person as part of an integrated whole; a [[Caslon_Language_Education_Wikimedia_(B)#bilinguality|bilingual]] person should not be seen as two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [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] | ||
| − | |||
| − | * This term is generally used to refer to the languages other than English that are used in [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual or multilingual]] households. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field] | + | ==home culture== |
| + | * The cultural beliefs, traditions, experiences, and values that a student is exposed to at home, which teachers can use as resources to help the student participate more fully in classroom activities and to support his or her bilingual academic development. [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/ <i>Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators</i>] by [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/authors/ Eva Ponte, Christina Higgins] | ||
| + | |||
| + | ==home language(s)== | ||
| + | |||
| + | * This term is generally used to refer to the languages other than English that are used in [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual or multilingual]] households. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field] | ||
* A language other than English used in the home of a young child or student. Although this is often the first language learned by the child, it can sometimes be introduced by an influential person in the child’s life who speaks the language in the home. See also [[Caslon_Language_Education_Wikimedia_(N)#native language|Native language]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth] | * A language other than English used in the home of a young child or student. Although this is often the first language learned by the child, it can sometimes be introduced by an influential person in the child’s life who speaks the language in the home. See also [[Caslon_Language_Education_Wikimedia_(N)#native language|Native language]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth] | ||
| + | |||
| + | * A student’s [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]], which teachers can use as a resource to help the student participate more fully in classroom activities and to support his or her bilingual academic development. [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/ <i>Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators</i>] by [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/authors/ Eva Ponte, Christina Higgins] | ||
| + | |||
| + | * The student’s first language (L1). It should be seen as a strength for educators to build on, not as a problem to be overcome. From 1.11 (Field) 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] | ||
| + | |||
| + | * Home languages should be the term used because of the increasing number of simultaneous bilingual children (those who come from homes where English and another language are spoken, read, and written). Exposure to two or more languages from birth is the “new normal.” From 7.7 (Escamilla) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro] | ||
==home language instruction== | ==home language instruction== | ||
| − | * The teaching of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] or content-area instruction in the home language of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]. [ | + | *A key component in the effective education of ELLs/EBs. [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro] |
| + | |||
| + | * The teaching of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] or content-area instruction in the home language of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]. [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] | ||
| + | |||
| + | ==horizontal coherence== | ||
| + | * Coordination among grade/content areas within academic content standards. ESL teachers are a part of this horizontal arrangement because they are familiar with ESL standards and can contribute to strategies that are language specific and provide appropriate instructional scaffolding for the ESL students during instruction of content standards. From 6.2 (Morita-Mullaney) 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] | ||
[[#Caslon Language Education Index|Top]] | [[#Caslon Language Education Index|Top]] | ||
Latest revision as of 18:44, 16 July 2019
Contents
- 1 Caslon Language Education Index
- 2 Habla con tu compañero(a) o pareja (Talk to your partner)
- 3 hegemony
- 4 heritage language
- 5 heritage language classes
- 6 heritage language education
- 7 heritage language program(s)
- 8 heritage language speaker(s)
- 9 heteroglossic perspective
- 10 high-stakes tests
- 11 highly embedded professional development (PD)
- 12 holistic bilingualism
- 13 holistic biliteracy framework
- 14 holistic scoring
- 15 holistic view of bilingualism
- 16 home culture
- 17 home language(s)
- 18 home language instruction
- 19 horizontal coherence
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
Habla con tu compañero(a) o pareja (Talk to your partner)
- Cooperative learning strategy in which two or more students talk with each other about a particular topic, usually using sentence prompts. The purpose is to give students the opportunity to actively use the language being taught in a low-anxiety situation. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
hegemony
- Influence exerted by a dominant group; occurs with respect to language and culture when subordinate groups freely accept a dominant group’s negative views about them and their language as “true” and natural. Foundations for Multilingualism in Education by Ester de Jong
heritage language
- In the United States, refers to a non-English language to which one has a family tie. Both ELLs and students who are proficient in English and may have little to no proficiency in their heritage language, as is common for second- and third-generation immigrant students, may be designated heritage language students. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
heritage language classes
- Language classes for heritage language speakers, individuals from a minority language background with varying levels of competence and cultural identification in the minority language. Foundations for Multilingualism in Education by Ester de Jong
heritage language education
- Term often used to refer to teaching of languages other than English as a subject to those who speak or understand the language because of a common ancestry. The Translanguaging Classroom by [Ofelia García, Susana Ibarra Johnson, and Kate Seltzer
heritage language program(s)
- A program designed for students whose home or ancestral language is a language other than English, including Native Americans, immigrants, and those born in the United States whose family or ancestors came from another country and speak a language other than English. The program is designed to develop, maintain, and promote the home or ancestral language of the learners. Teaching Adolescent English Language Learners by [Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
- A language program for heritage language speakers that aims to broaden the linguistic repertoire of these students. Heritage language programs may be offered by community-based institutions (such as Chinese programs at Saturday schools or Korean programs at church) or by public schools (such as a world language for these students). The most common heritage language programs offered in public schools are Spanish for Spanish speakers or Spanish for Native Speakers (SNS) programs. We also find programs that promote Native American languages or other less commonly taught languages. English Language Learners at School, second edition by Else Hamayan and Rebecca Field
- Speakers of a language other than English (LOTE) who are reclaiming, embracing, and developing their heritage language. From 4.2 (Hilliard, Mulcahy, and Yanguas) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro
- Programs for language minority students to develop or maintain their heritage language; includes bilingual programs for ELLs, foreign language classes targeting native speakers in K–12 and post-secondary education, and community-based after-school or weekend programs. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
heritage language speaker(s)
- Student brought up in a home where Spanish or other minority language is spoken and who has some proficiency in the language. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
- Proficient English speakers from linguistically and culturally diverse backgrounds who also speak or understand a language other than English. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen
- A student who speaks a language other than English (their heritage language) at home. Heritage language speakers, as a collective, have a wide range of expertise in their heritage language. Some heritage language speakers may be able to speak, understand, read, and write for a wide range of purposes, while others may only be able to understand their heritage language when they are spoken to by a family or community member about a familiar topic. English Language Learners at School, second edition by Else Hamayan and Rebecca Field
heteroglossic perspective
- Views bilingualism as the norm and treats the languages of bilinguals as coexisting. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
high-stakes tests
- Large-scale, summative instruments that tend to influence policymaking and whose results have potential consequences for students, teachers, schools, or school districts. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen
highly embedded professional development (PD)
- PD that occurs simultaneously in several contexts, such as the classroom, the school community, and PD courses or workshops (Borko, 2004; Darling-Hammond, 2012) and that is directly related to the work of teaching (e.g., having the PD in a teacher’s own classroom, possibly through targeted observations). This form of PD is an absolute requirement if there is to be any real and sustained progress in the effective teaching of linguistic and culturally diverse student populations. Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators by Eva Ponte, Christina Higgins
holistic bilingualism
- The coexistence of two or more languages within a person whose experiences and knowledge can never be measured or understood as independently constrained by each language separately. It considers the totality of the bilingual experience as a unique and unified whole. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla
holistic biliteracy framework
- A framework that includes recommended teaching approaches and time allocations across the grades intended to foster development and learning in two languages through paired literacy instruction. This instructional framework is unique in that it intentionally and purposefully connects Spanish and English literacy environments. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla
holistic scoring
- A form of assessment in which a student’s performance (e.g., a writing sample) is given a single score that represents an overall judgment of the performance as a whole. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
holistic view of bilingualism
- Considers the two languages of a bilingual person as part of an integrated whole; a bilingual person should not be seen as two monolinguals in one. Foundations for Multilingualism in Education by Ester de Jong
home culture
- The cultural beliefs, traditions, experiences, and values that a student is exposed to at home, which teachers can use as resources to help the student participate more fully in classroom activities and to support his or her bilingual academic development. Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators by Eva Ponte, Christina Higgins
home language(s)
- This term is generally used to refer to the languages other than English that are used in bilingual or multilingual households. English Language Learners at School, second edition by Else Hamayan and Rebecca Field
- A language other than English used in the home of a young child or student. Although this is often the first language learned by the child, it can sometimes be introduced by an influential person in the child’s life who speaks the language in the home. See also Native language. Young Dual Language Learners by Karen N. Nemeth
- A student’s first language, which teachers can use as a resource to help the student participate more fully in classroom activities and to support his or her bilingual academic development. Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators by Eva Ponte, Christina Higgins
- The student’s first language (L1). It should be seen as a strength for educators to build on, not as a problem to be overcome. From 1.11 (Field) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro
- Home languages should be the term used because of the increasing number of simultaneous bilingual children (those who come from homes where English and another language are spoken, read, and written). Exposure to two or more languages from birth is the “new normal.” From 7.7 (Escamilla) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro
home language instruction
- A key component in the effective education of ELLs/EBs. Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro
- The teaching of literacy or content-area instruction in the home language of ELLs. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
horizontal coherence
- Coordination among grade/content areas within academic content standards. ESL teachers are a part of this horizontal arrangement because they are familiar with ESL standards and can contribute to strategies that are language specific and provide appropriate instructional scaffolding for the ESL students during instruction of content standards. From 6.2 (Morita-Mullaney) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro
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