Difference between revisions of "Caslon Language Education Wikimedia (A)"

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==Caslon Language Education Index==
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[[Caslon_Language_Education_Wikimedia_(A)|A]],
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[[Caslon_Language_Education_Wikimedia_(B)|B]],
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[[Caslon_Language_Education_Wikimedia_(C)|C]],
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[[Caslon_Language_Education_Wikimedia_(D)|D]],
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[[Caslon_Language_Education_Wikimedia_(E)|E]],
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[[Caslon_Language_Education_Wikimedia_(F)|F]],
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[[Caslon_Language_Education_Wikimedia_(G)|G]],
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[[Caslon_Language_Education_Wikimedia_(H)|H]],
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[[Caslon_Language_Education_Wikimedia_(I)|I]],
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[[Caslon_Language_Education_Wikimedia_(J)|J]],
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[[Caslon_Language_Education_Wikimedia_(K)|K]],
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[[Caslon_Language_Education_Wikimedia_(L)|L]],
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[[Caslon_Language_Education_Wikimedia_(M)|M]],
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[[Caslon_Language_Education_Wikimedia_(N)|N]],
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[[Caslon_Language_Education_Wikimedia_(O)|O]],
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[[Caslon_Language_Education_Wikimedia_(P)|P]],
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[[Caslon_Language_Education_Wikimedia_(Q)|Q]],
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[[Caslon_Language_Education_Wikimedia_(R)|R]],
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[[Caslon_Language_Education_Wikimedia_(S)|S]],
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[[Caslon_Language_Education_Wikimedia_(T)|T]],
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[[Caslon_Language_Education_Wikimedia_(U)|U]],
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[[Caslon_Language_Education_Wikimedia_(V)|V]],
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[[Caslon_Language_Education_Wikimedia_(W)|W]],
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[[Caslon_Language_Education_Wikimedia_(X)|X]],
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[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
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[[Caslon_Language_Education_Wikimedia_(Z)|Z]]
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==academic achievement==
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* Students’ knowledge and skills learned through the curricular content areas. [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]
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==academic content standards==
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* Descriptions of benchmarks of student achievement in the core subject areas. [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]
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==academic discourse==
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* General and content-specific vocabulary, specialized or complex grammatical structures, and language functions and discourse structures used by members of an academic discourse community (e.g., scientists, mathematicians, poets) to acquire new knowledge and skills, communicate about a topic, or impart information to others. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
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==academic fluency==
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* The student’s ease in using academic vocabulary to comfortably speak, understand, read, and write about academic topics. Compare to [[Caslon_Language_Education_Wikimedia_(C)#conversational fluency/conversational language proficiency|conversational fluency]].[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]
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==academic language==
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* The oral and written language used in academic texts and settings, also referred to as “[[Caslon_Language_Education_Wikimedia_(F)#formal language|formal language]]” or “school language.” This is the language students need to perform tasks in the content areas at grade level. It is the language students may not know but must acquire to be successful in school-based activities.  [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]
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* The language used in the learning of academic subject matter in formal schooling contexts. It involves aspects of language strongly associated with literacy and [[#academic achievement|academic achievement]], including specific academic terms or technical language and speech registers as related to each field of study (e.g., math, science, social studies, language arts) (see [[Caslon_Language_Education_Wikimedia_(R)#register|register]]). [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]
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* The oral and written language used for school success, which is developed primarily through reading academic texts and participating in [[Caslon_Language_Education_Wikimedia_(A)#academic discourse|academic discourse]] communities. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
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* The language skills needed to process and communicate knowledge and skills related to content. [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]
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* The language used for academic content learning at school; the language of academic discussion, of formal writing and the language of texts (e.g., math, language arts, science, and social studies). According to research, whereas [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] may develop social language in one to three years, it takes five or more years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to develop sufficient abstract, discipline-specific academic language proficiency. [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]
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* The language valued at school, but which needs to be recognized as a societal construction. From 2.6 (García) 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]
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* A useful signal to teachers, parents, and students to indicate that the language used in school can be different from the language used in everyday communication. From 2.9 ([https://www.casloncommunity.com/resources/502/ Snow]) 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]
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* A helpful term for encouraging all educators of all students to focus on language as action. Vocabulary, grammar, and discourse features are used in the context of communicative activities in school and in the service of learning academic disciplines specifically. From 2.9 ([https://www.casloncommunity.com/resources/469/ Lee] and [https://www.casloncommunity.com/resources/472/ Llosa]) 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]
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==academic language proficiency==
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* [[Caslon_Language_Education_Wikimedia_(L)#language features/functions|Language features and functions]] associated with formal schooling, including the language for learning subject matter. [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]
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* The processing and use of language, including vocabulary, in social and academic settings, multiple meanings, [[Caslon_Language_Education_Wikimedia_(R)#register|register]], pragmatics, and sociocultural nuances, as well as the quantity and quality of [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], that help define [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]]’ position on the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition continuum. [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]
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* The type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] required to participate and achieve in content-area instruction (contrast [[Caslon_Language_Education_Wikimedia_(C)#conversational fluency/conversational language proficiency|conversational fluency]]). There are different varieties of academic English associated with different content areas (such as the language of science, social studies, and math). According to research, it may take at least 5 and up to 11 years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] to acquire the academic English proficiency they need for academic success in U.S. schools. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(C)#cognitive academic language proficiency (CALP)|cognitive academic language proficiency (CALP)]] in his earlier work to refer to this idea. [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]
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* The level of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] required to participate and achieve in content-area instruction, generally measured by some form of assessment. In contrast to more easily attained [[Caslon_Language_Education_Wikimedia_(C)#conversational fluency/conversational language proficiency|conversational]] or informal fluency, academic language proficiency may take six years or more to attain, according to [https://www.casloncommunity.com/resources/187/ James Cummins](2000). [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]
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* The use of language in acquiring academic content in formal schooling contexts, including specialized or technical language and [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]] related to each content area. [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]
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* Refers to the level of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] students need to successfully comprehend and perform grade-level academic tasks. This term is problematic, however, because the level of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] needed varies widely and depends on the tasks and the language demands. [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]
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==academic language register==
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* the word-, sentence-, and [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]]-level characteristics of English used in schools and arguably required for demonstrating academic success. Teachers might be encouraged to also leverage the everyday communicative repertoires (e.g., translating, [[Caslon_Language_Education_Wikimedia_(C)#code-switching|codeswitching]]) of their students. From 2.7 ([https://www.casloncommunity.com/resources/385/ Bailey]) 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]
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==accommodations==
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* In testing [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]], refers to modifications in the testing environment or testing procedures, or modifications to the test instrument itself, that are intended to make up for a student’s lack of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in the language of the test (e.g., providing extra time, oral interpretation of test directions or items, [[Caslon_Language_Education_Wikimedia_(H)#home language(s)|home-language]] versions of the test). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
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==acculturation==
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* The process in which a person comes in contact with a culture other than his or her own and through this interaction successfully adapts to life in the new culture. The person adopts the values, norms, and practices of the new culture as appropriate, but without denying or rejecting one’s own culture or giving up one’s primary cultural identity (see [[#assimilation|assimilation]]). [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]
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* Process of adjusting to and [[#assimilation|assimilating]] a new culture. A stage model of cultural adaptation suggests that the individual moves from fascination with the new culture, to awareness of differences between the primary and new cultures, to increasing participation in the new culture, to [[Caslon_Language_Education_Wikimedia_(C)#culture shock|culture shock]] (in which the clash between the two cultures becomes apparent), to emotional overload, to instrumental adaptation (the individual either retreats into [[Caslon_Language_Education_Wikimedia_(H)#home culture|home culture]], gives up the [[Caslon_Language_Education_Wikimedia_(H)#home culture|home culture]] altogether, or adopts part of the [[Caslon_Language_Education_Wikimedia_(H)#home culture|home culture]] and part of the new culture), to integrative adaptation (the individual experiences either a culture split or successful integration), to structural adaptation (the individual maintains a comfortable balance between his or her native and new cultural practices). [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]
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==acculturation model==
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* Describes, interprets, explains, and predicts how the language, social, or psychological distance between a language learner’s home (e.g., Spanish, Arabic) and new language and culture (e.g., English) influences that language learner’s acquisition of the new language and culture. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
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==acquisition planning==
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* A teacher self-evaluation and critical reflection tool for systematically collecting and analyzing data from his or her own classroom and using the results to improve teaching and learning. [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]
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==action research==
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* A form of teacher self-evaluation and critical reflection that involves their collecting and analyzing data from their own classrooms and using the results to improve teaching and learning.[https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
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==active reading strategies==
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* Activities, such as [[Caslon_Language_Education_Wikimedia_(S)#say something; say something/write something|say something/write something]], that emphasize text-level activities rather than word-level tasks. [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]
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==adapted readers’ theater (ART)==
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* Instructional strategy used to introduce a text students will read. The teacher orally paraphrases the text while acting out key parts and inviting students to join in as she repeats the actions. [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]
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==additive bilingualism==
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* Outcome of programs that support, build on, and continue to grow all the linguistic resources of [[Caslon_Language_Education_Wikimedia_(S)#sequential bilingual learner(s)|sequential bilingual learners]] and [[Caslon_Language_Education_Wikimedia_(S)#simultaneous bilingual learner(s)|simultaneous bilingual learners]]. Contrasts with [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive bilingualism]]. [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]
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* A process by which individuals develop [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] subsequent to or simultaneous with the development of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in the [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]], without loss of the [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] (see  [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive bilingualism]]). [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]
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* [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|Bilingual]] acquisition context in which learning a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] does not imply the replacement of the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] but is added onto [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] repertoires. [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]
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* The traditional view of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] as adding one whole language to an existing whole language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
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*The process by which or context in which a [[Caslon_Language_Education_Wikimedia_(L)#second language|second]] (or third or fourth) language is added without the loss of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] (contrast  [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive bilingualism]]). Our use of this term assumes a dynamic, developmental, recursive notion of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]]. [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]
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* The process describing the acquisition of a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] by an individual or group without loss or displacement of the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]]. Additive bilingualism stands in contrast to  [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive bilingualism]]. [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]
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* The process by which or context in which a [[Caslon_Language_Education_Wikimedia_(S)#second language|second]] or additional language is learned while maintaining the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]]. It is sometimes contrasted with  [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive bilingualism]], wherein a student loses some of the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] while learning the [[Caslon_Language_Education_Wikimedia_(S)#second language|second 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]
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* The situation in which the acquisition of a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] is added to an individual or group’s linguistic skills without the loss or displacement of the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] ([[http://caslonpublishing.com/about/staff/  Freeman], 2004). Educators who believe that additive bilingualism is a valuable resource develop language education programs that plan ways to use the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL's]] [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] as a valuable resource for learning. In addition, they strive to maintain and improve the [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] of the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] while they are learning English. (See contrasting definition of  [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive bilingualism]].) [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]
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* A situation in which a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] is eventually added to a student’s [[Caslon_Language_Education_Wikimedia_(H)#home language(s)|home language]] without replacing it. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
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==adequate yearly progress (AYP)==
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* Target of the percentage of students expected to score "proficient" on state test (part of [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind]] legislation) [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
 +
 
 +
* The amount of progress a school or school district must make each year toward reaching target objectives (see [[#Annual Measurable Achievement Objectives (AMAO)|Annual Measurable Achievement Objectives (AMAO)]]) under the federal [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind Act of 2001 (NCLB)]]. Determined mainly by student scores on state-wide tests. To make AYP under [[Caslon_Language_Education_Wikimedia_(T)#Title I of the Elementary and Secondary Education Act|Title I]] of [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|NCLB]], increasingly higher percentages of students in each subgroup in each tested grade level must pass the state tests each year. To make AYP under [[Caslon_Language_Education_Wikimedia_(T)#Title III of the Elementary and Secondary Education Act|Title III]], increasingly higher percentages of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] must make progress in learning English, attain English proficiency, and also make AYP under [[Caslon_Language_Education_Wikimedia_(T)#Title I of the Elementary and Secondary Education Act|Title I]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 +
 
 +
==advancing bilingual strand==
 +
* A recommended strand of the Literacy Club that is focused on students who have well-developed oral communication skills in Spanish but who struggle with [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] development. [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]
 +
 
 +
==advocacy==
 +
* Organized efforts and actions to create a just, decent society. [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]
 +
 
 +
* Going beyond daily teaching responsibilities to support causes and work for changes to ensure the equitable treatment of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] within the school, district, state, and country and to ensure that their unique linguistic, academic, and cultural needs are being fully addressed. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 +
 
 +
==advocacy-based program evaluations==
 +
* Program evaluations that set out to prove that one program model is better than the other. [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]
 +
 
 +
==affective filter==
 +
* A kind of mental barrier that can block language that would be otherwise understood from reaching the part of the brain that processes language. Factors that can raise the filter and block input include fatigue, distraction, anxiety, and being in a state of culture shock (see [[Caslon_Language_Education_Wikimedia_(C)#culture shock|culture shock]]).[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]
 +
 
 +
* Introduced by [https://www.casloncommunity.com/resources/216/ Krashen] (1982) to account for the influence of affective factors such as motivation, self-confidence, and anxiety on [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
 +
 
 +
* Refers to factors, such as fear, anxiety, shyness, and lack of motivation that can block [[Caslon_Language_Education_Wikimedia_(C)#comprehensible input|comprehensible input]] and thus prevent [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. Lowering the affective filter allows learners to receive more [[Caslon_Language_Education_Wikimedia_(C)#comprehensible input|comprehensible input]] and thus enables them to acquire more of the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 +
 
 +
==alignment==
 +
*  The degree of correspondence between two entities, such as the extent of match between standards and assessment or between two assessments. [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]
 +
 
 +
==alphabetic principle==
 +
* The understanding that there are systematic and predictable relationships between written letters and spoken sounds. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
 +
 
 +
==alternative assessment==
 +
* Assessment procedures and techniques that occur as an outgrowth of instruction and that show a student’s growth over time. Alternative assessments measure what students can produce rather than what they can recall or reproduce. Alternative assessments include, but are not limited to, student-teacher conferences, work samples evaluated by [[Caslon_Language_Education_Wikimedia_(R)#rubric(s)|rubrics]], and classroom performance (see [[#authentic assessment|authentic assessment]]).[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]
 +
 
 +
==ambilingual==
 +
* A reference to someone who has virtually equal command of two languages. (also [[Caslon_Language_Education_Wikimedia_(B)#balanced bilingual|balanced bilingual]], [[Caslon_Language_Education_Wikimedia_(E)#equilingual|equilingual]], [[Caslon_Language_Education_Wikimedia_(M)#maximal bilinguals|maximal bilingual]], [[Caslon_Language_Education_Wikimedia_(S)#symmetrical bilingual|symmetrical bilingual]]). [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]
 +
 
 +
==Amendment 31==
 +
* Colorado ballot initiative defeated by voters in 2001 that would have made English-only the default program for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] in the state. [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]
 +
 
 +
==Americanization movement==
 +
* Efforts that focused on helping immigrants learn English and become “American” in cultural practice; the emphasis was on [[#assimilation|assimilation]]. [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]
 +
 
 +
==analytic reading approaches==
 +
* A meaning-focused method to teach reading that starts with the reading of whole texts and words. The method then breaks down sentences to words and words into syllables and letters. The point of departure for teaching children to read is first to read for meaning, as well as to learn to decode. [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]
 +
 
 +
==analytic scoring==
 +
* A form of assessment that focuses on several aspects of a student’s performance, normally guided by a [[Caslon_Language_Education_Wikimedia_(R)#rubric(s)|rubric]] that includes separate analytic scales. For example, a [[Caslon_Language_Education_Wikimedia_(R)#rubric(s)|rubric]] to assess student writing may contain separate analytic scales for composing, style, sentence formation, usage, and mechanics. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 +
 
 +
==anchor chart(s)==
 +
* Visual support that organizes information for students. In this book, the term refers to information related to Spanish in the United States (such as comparing [[Caslon_Language_Education_Wikimedia_(I)#informal language|informal language]] and [[Caslon_Language_Education_Wikimedia_(F)#formal language|formal language]]). See also [[Caslon_Language_Education_Wikimedia_(B)#Bridge anchor chart|Bridge anchor chart]]. [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]
 +
 
 +
* These are used to record and display student thinking, key concepts, and essential skills, which help students to see the connections across [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] environments. They are a stable reference that students can return to when in need of clarification. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [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]
 +
 
 +
==anglocentricity==
 +
* View that English and British culture is superior to non-English languages and cultures. [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]
 +
 
 +
==annual measurable achievement objectives (AMAO)==
 +
* Annual targets related to the number of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] making progress on a [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] test, for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] being proficient on the [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] test, and the percentage of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] meeting annual yearly progress. [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]
 +
 
 +
* Targets set by each state, as required by the federal [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind Act of 2001]]. These indicate the percentage of students at each grade level expected to pass each state test under [[Caslon_Language_Education_Wikimedia_(T)#Title I of the Elementary and Secondary Education Act|Title I]], and the percentage of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] expected to make progress in learning English and attain English proficiency under [[Caslon_Language_Education_Wikimedia_(T)#Title III of the Elementary and Secondary Education Act|Title III]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 +
 
 +
==apprenticeship==
 +
* A key metaphor in the [[Caslon_Language_Education_Wikimedia_(L)#language acquisition|language acquisition]]/development process. Just as an apprentice carpenter, for example, does not learn the trade simply by reading about carpentry, [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual(s)(EB(s))|emergent bilingual]] learners of English acquire the language by participating in real-life language and [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] activities that both support and stretch their proficiencies in English. From 2.4 ([https://www.casloncommunity.com/resources/461/ Kibler]) 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]
 +
 
 +
==appropriation==
 +
* The adoption of a concept or behavior with a local interpretation. [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]
 +
 
 +
==approximation==
 +
* An approximation is a more positive term used in place of misspellings, miscues, or errors. It is not an exact representation but it is close enough to be useful. [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]
 +
 
 +
==<i>arcaísmos españoles</I> (archaic forms of Spanish)==
 +
* Spanish terms that can be traced back 500 years and that continue to be used today in certain areas of the Spanish-speaking world. Formerly a prestigious form of Spanish that has become less prestigious and is often associated with Spanish-speaking students from rural areas.[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]
 +
 
 +
==<i>así se dice</i>==
 +
 
 +
* [[Caslon_Language_Education_Wikimedia_(B)#Bridge, the|Bridge]] strategy for students at about 3rd grade or higher. Students generate a statement or [[Caslon_Language_Education_Wikimedia_(B)#big idea(s)|big idea]] in one language about what they have learned and then paraphrase it in the other language. This strategy allows the [[Caslon_Language_Education_Wikimedia_(C)#contrastive analysis|contrastive analysis]] between Spanish and English to include word choice, punctuation, [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar, and cultural norms. [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]
 +
 
 +
* This is a cross-language strategy that we developed to validate translation as a constructive and worthwhile endeavor that engages students in a complex, sophisticated scrutiny of language and emphasizes the subtleties and nuances of communicating messages across cultures and languages. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [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]
 +
 
 +
* A learning activity designed by [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]] where students work in pairs to translate and interpret short passages from one language to another. Students learn about complexities and subtleties across two 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]
 +
 
 +
==Assessing Comprehension and Communication in English State-to-State (ACCESS) test==
 +
* A large-scale language assessment designed by [[Caslon_Language_Education_Wikimedia_(W)#World-Class Instructional Design and Assessment (WIDA)|WIDA]] for use with K–12 [[Caslon_Language_Education_Wikimedia_(E)#English learner(s) (ELs)|English learners]]/[[Caslon_Language_Education_Wikimedia_(E)#emerging bilingual(s)|emerging bilinguals]]. [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]
 +
 
 +
==assessment==
 +
* The systematic planning, collecting, analyzing, and reporting of student data from a variety of sources over multiple points in time. [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]
 +
 
 +
* The process of collecting and analyzing a wide variety of data from students that provides evidence of their learning and growth over an extended period. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 +
 
 +
==assessment frameworks==
 +
* Ways of conceptualizing how to gather, display, and use contextual information and student assessment data for educational decision making. [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]
 +
 
 +
==assimilation==
 +
* The process by which a person fully adopts the values, norms, and practices of the new culture and relinquishes his or her home culture. The process may create adjustment problems for individuals if they deny or reject their original cultural identity and their [[Caslon_Language_Education_Wikimedia_(H)#home language(s)|home language]] in the process (see [[#acculturation|acculturation]]). [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]
 +
 
 +
* The process of giving up nondominant languages and cultural practices for increasingly exclusive participation in dominant linguistic and cultural practices. [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]
 +
 
 +
==assimilationist discourses==
 +
* Ways of thinking and talking about the world that views (too much) linguistic and cultural diversity as a hindrance to sociocultural, economic, and political development.  [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_Wikimedia_(D)#discourse/Discourse|Discourses]] that devalue [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs']] [[Caslon_Language_Education_Wikimedia_(H)#home language(s)|home languages]] and cultures, seeing them as problems to overcome (also called [[Caslon_Language_Education_Wikimedia_(M)#monolingual/monocultural bias|monolingual]] [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourses]]). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 +
 
 +
==authentic assessment==
 +
* The multiple forms of assessment that evaluate students’ learning and their attitudes and approaches toward learning during instructionally relevant activities—for example, using a [[Caslon_Language_Education_Wikimedia_(R)#rubric(s)|rubric]] to assess students’ language use during a social studies lesson. Authentic assessment reflects good instructional practices and the kinds of skills and knowledge useful to students in performing daily life and school activities.[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]
 +
* Examination of data systematically collected in educational programs determined by consensus of constituents involved in the decision-making process. [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]
 +
 
 +
* Performance-based assessment of what students know and can do with content and language during actual tasks in real-life contexts. Authentic assessments often stand in contrast to [[Caslon_Language_Education_Wikimedia_(N)#norm-referenced test|norm-referenced standardized tests]]. [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]
 +
 
 +
==authentic Spanish literacy instruction==
 +
* Approaches to teaching reading and writing in Spanish that are grounded in the internal structure of Spanish and in Central and South American methods, as opposed to translated instructional models designed for [[Caslon_Language_Education_Wikimedia_(M)#monolingual/monocultural bias|monolingual]] English speakers. Equal amounts of instructional time during Spanish literacy are devoted to [[Caslon_Language_Education_Wikimedia_(O)#oracy|oracy]], reading, writing, and [[Caslon_Language_Education_Wikimedia_(M)#metalanguage|metalanguage]]. It incorporates culturally and personally relevant texts that, to the extent possible, are originally written in Spanish, as well as Spanish-English [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] texts. [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]
 +
 
 +
[[#Caslon Language Education Index|Top]]

Latest revision as of 18:52, 19 July 2019

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

academic achievement

academic content standards

academic discourse

academic fluency

academic language

  • The oral and written language used in academic texts and settings, also referred to as “formal language” or “school language.” This is the language students need to perform tasks in the content areas at grade level. It is the language students may not know but must acquire to be successful in school-based activities. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

academic language proficiency

academic language register

accommodations

acculturation

acculturation model

acquisition planning

action research

active reading strategies

adapted readers’ theater (ART)

additive bilingualism

adequate yearly progress (AYP)

advancing bilingual strand

advocacy

  • Going beyond daily teaching responsibilities to support causes and work for changes to ensure the equitable treatment of ELLs within the school, district, state, and country and to ensure that their unique linguistic, academic, and cultural needs are being fully addressed. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

advocacy-based program evaluations

affective filter

alignment

alphabetic principle

alternative assessment

ambilingual

Amendment 31

Americanization movement

analytic reading approaches

analytic scoring

  • A form of assessment that focuses on several aspects of a student’s performance, normally guided by a rubric that includes separate analytic scales. For example, a rubric to assess student writing may contain separate analytic scales for composing, style, sentence formation, usage, and mechanics. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

anchor chart(s)

anglocentricity

annual measurable achievement objectives (AMAO)

apprenticeship

appropriation

approximation

arcaísmos españoles (archaic forms of Spanish)

  • Spanish terms that can be traced back 500 years and that continue to be used today in certain areas of the Spanish-speaking world. Formerly a prestigious form of Spanish that has become less prestigious and is often associated with Spanish-speaking students from rural areas.Teaching for Biliteracy by Karen Beeman and Cheryl Urow

así se dice

Assessing Comprehension and Communication in English State-to-State (ACCESS) test

assessment

assessment frameworks

assimilation

assimilationist discourses

authentic assessment

authentic Spanish literacy instruction

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