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

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==transitional bilingual education (TBE)==
 
==transitional bilingual education (TBE)==
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* Subtractive bilingual education model for minority language speakers in which the native language is used only temporarily as a bridge to learning the societal language. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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* [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|Subtractive bilingual] education model for [[Caslon_Language_Education_Wikimedia_(L)#language minority|minority language]] speakers in which the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] is used only temporarily as a bridge to learning the societal language. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
  
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*(early exit) A form of transitional bilingual education that serves English language learners from a common language background with the goals of full development in L2 (English), at the sacrifice of their L1, with expectations for grade-level achievement and assimilation into L2. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.wida.us/aboutUs/staffBios/AcadLangLit/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd Diep Nguyen]
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*([[Caslon_Language_Education_Wikimedia_(E)#early-exit transitional bilingual program|early exit]]) A form of transitional bilingual education that serves [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] from a common language background with the goals of full development in [[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] (English), at the sacrifice of their [[Caslon_Language_Education_Wikimedia_(L)L1#|L1]], with expectations for grade-level achievement and [[Caslon_Language_Education_Wikimedia_(A)#assimilation|assimilation]] into [[Caslon_Language_Education_Wikimedia_(L)#L2|L2]]. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.wida.us/aboutUs/staffBios/AcadLangLit/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd Diep Nguyen]
  
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* (late exit) A form of transitional bilingual education that serves [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] and provides them with a gradual transition into the all English environment based on L2 proficiency and academic performance. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.wida.us/aboutUs/staffBios/AcadLangLit/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd Diep Nguyen]
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* ([[Caslon_Language_Education_Wikimedia_(L)#late-exit transitional bilingual program|late exit]]) A form of transitional bilingual education that serves [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] and provides them with a gradual transition into the all English environment based on [[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] and academic performance. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.wida.us/aboutUs/staffBios/AcadLangLit/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd Diep Nguyen]
  
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* A model of bilingual education that provides content-area instruction to English language learners ([[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]) in their native language while they learn English (to varying extents for varying lengths of time). As the [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]] acquire English, they move to all-English mainstream classes, typically after one to three years (also known as early-exit bilingual programs).  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan] and [http://caslonpublishing.com/about/staff/ Rebecca Field]
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* A model of [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] that provides content-area instruction to [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners (ELLs)]] in their [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] while they learn English (to varying extents for varying lengths of time). As the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] acquire English, they move to all-English mainstream classes, typically after one to three years (also known as [[Caslon_Language_Education_Wikimedia_(E)#early-exit transitional bilingual program|early-exit bilingual programs]]).  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan] and [http://caslonpublishing.com/about/staff/ Rebecca Field]
  
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* A model or type of bilingual education that targets [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|English language learners]]. The student’s primary language is used for some content-area instruction for a limited number of years (generally one to three years in early exit programs and four to five years in late-exit programs). These programs aim to promote mastery of academic material while students are learning English. As [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]] become proficient in English, they transition from the bilingual program to the all-English academic mainstream. Bilingual profiency is not a goal of this model.[http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/about/authors/?page=3 Else Hamayan], [http://www.paridad.us/#!barbara-marler/cghd Barbara Marler], [http://www.paridad.us/#!christina-lopez/c1eap Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
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* A model or type of [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] that targets [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]]. The student’s [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] is used for some content-area instruction for a limited number of years (generally one to three years in [[Caslon_Language_Education_Wikimedia_(E)#early-exit transitional bilingual program|early exit programs]] and four to five years in [[Caslon_Language_Education_Wikimedia_(L)#late-exit transitional bilingual program|late-exit programs]]). These programs aim to promote mastery of academic material while students are learning English. As [[Caslon_Language_Education_Wikimedia_(E)#Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] become [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]] in English, they transition from the [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] program to the all-English academic mainstream. [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|Bilingual]] [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|profiency]] is not a goal of this model.[http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/about/authors/?page=3 Else Hamayan], [http://www.paridad.us/#!barbara-marler/cghd Barbara Marler], [http://www.paridad.us/#!christina-lopez/c1eap Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
  
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* An education program provided mostly in the student’s home language for the purpose of preparing him or her for exit to general education in English as soon as possible. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]
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* An education program provided mostly in the student’s [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] for the purpose of preparing him or her for exit to general education in English as soon as possible. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]
  
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* A program model for [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]] in which home language content-area instruction is provided for the first few years of the program, in addition to sheltered-English content-area instruction and English as a second language (ESL). The amount of native-language instruction decreases as sheltered English immersion increases. Students are transitioned to mainstream classrooms after just a few years in the program. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
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* A program model for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] in which [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] content-area instruction is provided for the first few years of the program, in addition to [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered-English content-area instruction]] and [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]]. The amount of [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] instruction decreases as [[Caslon_Language_Education_Wikimedia_(S)#sheltered English immersion (SEI)|sheltered English immersion]] increases. Students are transitioned to mainstream classrooms after just a few years in the program. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
  
 
==transitional bilingual program==
 
==transitional bilingual program==

Revision as of 18:31, 29 February 2016

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

teacher-led small groups

Teacher Assistance Team

teaching for transfer

teaching to the potential

Teachers of English to Speakers of Other Languages (TESOL)

test bias

testing

text complexity

TheDictado

  • A method to teach content, conventions, grammar, and spelling in an integrated way. It involves having the teacher dictate a series of phrases or sentences to the students. The students and teacher then collaborate to create a corrected model of the focus text. Students amend their sentences using a two-color system to draw attention to errors. The same phrases or sentences are repeated throughout the week, giving students multiple opportunities to practice and learn the targeted content, conventions, grammar, and spelling. TheDictado is adapted from Latin American schools and provides multiple opportunities for within-language and cross-language metalinguistic development. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

thematic teaching

thematic word chart

think-tank model

  • An organization that performs research and advocacy.

Tier 1 Intervention

  • Level of core instructional programming or universal intervention at which the instruction employed is available to all students.

Tier 2 Intervention

  • Instructional safety net that works in concert with Tier 1 by adding both time and instructional intensity into the school day, those students provided with Tier 2 interventions are typically given more individualized intervention (Howard, 2009).

Tier 3 Intervention

  • Level of intensive intervention. This level of support may entail specialized individualized interventions for students with significant needs (Fletcher, Denton, Fuchs, & Vaughn, 2005; Fuchs, 2002; Howard, 2009).

threatened languages

threshold hypothesis

time-on-task argument

Title I of the Elementary and Secondary Education Act

  • Federal program that provides funding to local school districts to improve the academic achievement of disadvantaged students first passed in 1965. That Act is reauthorized by Congress from time to time, and often given a new name.

Title III of the Elementary and Secondary Education Act

Title VII of the Elementary and Secondary Education Act

total physical response (TPR)

trajectory toward biliteracy

transfer

transitional bilingual education (TBE)

transitional bilingual program

  • Program that uses Spanish for a limited number of years while students learn English. Once students are considered to be English proficient, they are educated as monolingual English speakers and are assumed to have no further need of Spanish. This is a subtractive program that aims for English proficiency. It is often early exit, lasting for 3 years or less. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

translanguaging

  • In its original conceptualization, refers to the practice in which bilinguals receive information in one language and then use or apply it in the other language. In its expanded sense, refers to the natural and normal ways bilinguals use their languages in their everyday lives to make sense of their bilingual worlds. In teaching, refers to pedagogical practices that use bilingualism as a resource rather than ignore it or perceive it as a problem. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

transnationalism

  • The phenomenon of back and forth movement between the home country and other countries, supporting identification with multiple national identities two-way immersion (TWI). Integrated model of additive bilingual education for native majority and native minority language speakers. Foundations for Multilingualism in Education by Ester de Jong

two-language learner

two-way immersion (TWI)

  • A type of dual language education that targets balanced numbers of English language learners and English speakers and aims for (1) bilingualism, (2) biliteracy, (3) academic achievement in two languages, and (4) positive cultural understanding and intercultural communication. TWI programs provide content-area instruction through two languages to students in integrated classes, and they typically last for five to seven years. There is considerable variation across TWI programs in terms of how they allocate languages for instructional purposes. NOTE: The term dual language is sometimes used as a synonym for two-way immersion programs. This guide takes a broad view of dual language education, by which we mean any bilingual program that promotes bilingualism and biliteracy (that is, additive bilingualism), academic achievement in two languages, and positive cross-cultural understanding for its target populations. Under this broad view, a two-way immersion program is one type of dual language program. English Language Learners at School by Else Hamayan and Rebecca Field
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