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

Revision as of 15:32, 3 November 2016

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

Language that has been declared in the constitution as the language of a nation or other political unit. Foundations for Multilingualism in Education by Ester de Jong

Also called developmental maintenance bilingual education, one-way DLBE programs include only students who have a common home/heritage language. The Translanguaging Classroom by Ofelia García,Susana Ibarra Johnson, and Kate Seltzer

The ability to use, understand, and produce a variety of oral language (listening and speaking) genres. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

The development of oral skills in formal education. Oracy is an important form of communication between human beings. It has many purposes and functions, including talking to learn and the capacity to understand speech and use it to express oneself. Oracy skills assist children in expressing their reading and writing comprehension. Oracy has three main components: language structures, vocabulary, and dialogue. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla
The ability to express one’s self well in speech. Also can denote the oral skills used in formal education, particularly around reading and writing. Oracy has three main components: language structures, vocabulary, and dialogue. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

Speech pattern of a particular group of people, reflecting the social expectations of the cultural context in which their language is developed. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Approach that advocated the use of local languages for instruction in colonial nations while insisting on western-based curriculum. Foundations for Multilingualism in Education by Ester de Jong

The middle of the three concentric circles conceived by Braj Kachru (1985) to describe the level of English use within a country; in the outer circle, English is used as a second language by most inhabitants of a country but it is the dominant language used for government, schooling, and so forth, as a result of British or American colonialism. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Top

@@ Line 49: / Line 49: @@
 ==outer circle==
-* The middle of the three concentric circles conceived by [http://www.linguistics.illinois.edu/people/b-kachru Braj Kachru] (1985) to describe the level of English use within a country; in the outer circle, English is used as a second language by most inhabitants of a country but it is the dominant language used for government, schooling, and so forth, as a result of British or American colonialism. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]
+* The middle of the three concentric circles conceived by [http://www.linguistics.illinois.edu/people/b-kachru Braj Kachru] (1985) to describe the level of English use within a country; in the outer circle, English is used as a second language by most inhabitants of a country but it is the dominant language used for government, schooling, and so forth, as a result of British or American colonialism. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/landing//beeman.karen/ Karen Beeman] and [https://www.caslonpublishing.com/landing//urow.cheryl/ Cheryl Urow]
   [[#Caslon Language Education Index|Top]]