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

Revision as of 16:35, 24 February 2017

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

L1

• A person’s first, native, or home language. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

L2

• A person’s second or acquired language (generally English, for English language learners). Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

labeling

• A process intended to categorize students so that they receive the support they need in school, but that can become derogatory or negative because the labels (e.g., limited English proficient [LEP], not English proficient [NEP]) indicate a student’s weakness rather than his or her strength. This text uses the term English language learner (ELL) because that is the terminology used in federal and state mandates, although we prefer inclusive language such as emergent bilingual. Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators by Eva Ponte, Christina Higgins

language acquisition

• A commonly used term when considering instructional issues for English language learners (ELLs). Definitions vary based on four broad research traditions (foreign language education, child language research, sociocultural theory, and psycholinguistics) that have informed research and practice on second language acquisition. From 2.3 (Dixon) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• The process of acquiring language that has three conceptualizations: (1) individual cognitive (the individual learner must figure out the rules of the linguistic system from the language to which he or she is exposed), (2) social (language learning is not a strictly individual cognitive act, rather, it is presumed to be situated and social, with ELLs learning the local norms of social usage primarily through interaction with others, and (3) emergent or usage-based (combines cognitive and social views of learning; language development is seen as an adaptive, dynamic process). From 2.4 (Larsen-Freeman) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• A process of apprenticeship that takes place in social contexts rather than as an individual process. From 5.12 (Kibler) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

language allocation

• Percentage of the instructional day spent in each language in a bilingual or dual language program. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

language-as-problem orientation

• View of language diversity as the cause of social problems or underachievement of minority language speakers. Foundations for Multilingualism in Education by Ester de Jong

• A point of view in which the home language of ELLs is viewed as a problem to be overcome as students learn English and academic content through English. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

language-as-resource orientation

• Approach to language policy that views linguistic diversity as a source of expertise that contributes to political, economic, and cultural goals. Foundations for Multilingualism in Education by Ester de Jong

• A point of view in which the native language of ELLs is viewed as a strength to be developed and built on to help the students learn English and academic content. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

language-as-right orientation

• Language policy orientation that stresses the right not to be discriminated against because of language and the right to use and develop one’s native language. Foundations for Multilingualism in Education by Ester de Jong

language attrition

• Loss of specific language skills of an individual speaker. Foundations for Multilingualism in Education by Ester de Jong

language brokering

• The practice of children translating for his or her parents or other adults in the community to help them gain access to services or information. Foundations for Multilingualism in Education by Ester de Jong

language compartmentalization

• Strategy that stresses that the two languages of instruction be kept separate by the teacher in a bilingual teaching context. Foundations for Multilingualism in Education by Ester de Jong

language development

• The process by which language is learned. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

• A commonly used term when considering instructional issues for English language learners (ELLs). Definitions vary based on four broad research traditions (foreign language education, child language research, sociocultural theory, and psycholinguistics) that have informed research and practice on second language acquisition. From 2.3 (Dixon) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• Seen from an emergent/usage-based approach, it is an adaptive, dynamic process involving changes in ELLs’ emerging language resources as they adapt in response to new experiences and feedback. From 2.4 (Larsen-Freeman) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• An ongoing process of language acquisition, characterized by fluidity and flexibility. From 2.15 (Velasco) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

language development standards

• The blueprints for guiding curriculum, instruction, and assessment with respect to language development in classroom contexts, in particular for English language learners (ELLs). They should provide models of language performance in a variety of instructional contexts and illustrate language features/functions. From 1.8 (Boals) in Chttps://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

language domains

• Spheres of activity defined by specific times, settings, and role relationships. Foundations for Multilingualism in Education by Ester de Jong

language dominance

• The language in which a bilingual child is assessed as most proficient; used for program placement and special education referral testing. Foundations for Multilingualism in Education by Ester de Jong

language experience approach (LEA)

• A method of writing instruction in which the teacher puts students’ oral language into print, enabling students to create a comprehensible text in their own words directly related to a shared experience. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

• Students and teachers participate in a shared writing activity based on a common experience of the participants. Listening, speaking, reading, and writing activities may be connected to the LEA to support the development of oracy and literacy. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

• A literacy instruction approach in which students dictate stories based on their own experiences and teachers transcribe the students’ dictations into texts and then use these texts for reading instruction. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

language education

• A broad term used to describe all types of program configurations that provide instruction and services for language learners, such as bilingual education, English as a second language education, world language education, and heritage language education programs (Freeman, 2004). Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

language features/functions

• Lexical and structural features of language, such as words, phonemes (sounds), morphemes (word endings), tense systems, pronoun systems, case distinctions, gender distinctions, syntactic structures, discourse markers, and so forth. The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer

• Words or phrases that serve as examples of how we use language in practical ways to achieve a communicative purpose. “Describe” or “explain” are straightforward examples of language functions. From 1.8 (Boals) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

language for academic purposes

• The language needed by students to do school work. It is the language used in textbooks, in classrooms, and on tests; it includes specific structure and vocabulary that differs from that of everyday social interactions. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

language ideology

• Commonsense notions about language, language acquisition, and language use. Foundations for Multilingualism in Education by Ester de Jong

language immersion program

• A program for students in preschool through later grades that is designed to immerse them in a new language. U.S. language immersion programs are run as private schools or enrichment programs to help monolingual English speakers become fluent in a new language while attaining educational goals. Young Dual Language Learners by Karen N. Nemeth

language loss

• A circumstance in which a person who originally spoke one language (e.g., Navajo) no longer retains any functional proficiency in that language because it was replaced with another language. Language loss can also occur on the community level. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

language majority

• Speaker of the language used by the majority of the people in the country (e.g., English speaker in the United States). Teaching for Biliteracy by Karen Beeman and Cheryl Urow

• A student who speaks the dominant societal or majority language. In the United States, this refers to a speaker of standard English. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

• Describes students who are native speakers of the standard language variety spoken by the dominant group of a given society. In the United States, the term covers students who speak standard English. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

language minority

• Speaker of a language other than the one used by the majority of the people in the country (e.g., Spanish speaker in the United States); also referred to as an English language learner or a two-language learner. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

• A term applied to students who come from a minority group and speak a language other than English, including those whose first language is not English or those who speak a variety of English, as used in a foreign country or U.S. possession, that is so distinct that ELL instruction is necessary (e.g., Liberian English). These students may or may not be proficient in English. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

• A term applied to a student who speaks a minority language or a language other than the dominant societal language. In the United States, this refers to a speaker of any language or variety of language other than standard English (e.g., black vernacular English or Ebonics, Spanish). English Language Learners at School, second edition by Else Hamayan and Rebecca Field

• Describes students who speak a language other than the dominant societal language (Freeman, 2004). In the United States, language minority students speak a language other than English at home. Some language minority students, especially those who are born in the United States, are also English-proficient speakers. Others within this group speak the home language and have various English language proficiency levels. In other words, all ELLs are language minority students but all language minority students are not ELLs. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

• Describes students who are not native speakers of the language spoken by the dominant group of a given society. In the United States the term covers all students who speak languages other than standard English. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

language policy

• Formal and informal decisions about language use; includes laws, regulations, and statutes, as well as practices. Foundations for Multilingualism in Education by Ester de Jong

language proficiency

• The ability to use language accurately and appropriately in its oral and written forms in a variety of settings. Proficiency varies as a function of the context, purpose, and content of communication (see BICS and CALP). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

• A person’s overall competence in processing and using language across the language domains of listening, speaking, reading, and writing. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

• A commonly used term when considering instructional issues for English language learners (ELLs). Definitions vary based on four broad research traditions (foreign language education, child language research, sociocultural theory, and psycholinguistics) that have informed research and practice on second language acquisition. From 2.3 (Dixon) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• The capacity to do more with language. From 5.3 (Lee and Llosa) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

language repertoire(s)

• Refers to the totality of linguistic features that individual speakers have, without identifying them as one language or another. The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer

language revitalization

• Efforts at increasing the number of (fluent) speakers of an endangered language. Foundations for Multilingualism in Education by Ester de Jong

language shift

• Increased use of the dominant language over the use of a minority language. Foundations for Multilingualism in Education by Ester de Jong

language socialization

• The process by which individuals acquire the knowledge and practices that enable them to participate effectively in a language community. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

language-specific approximation

• This occurs when children encode text in nonstandard but rule-governed ways that are appropriate to each language. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

language-specific performance

• Focuses on linguistic performance with language features that have been preapproved for school use: standard grammar, vocabulary, and usage. The Translanguaging Classroom by [Ofelia García, Susana Ibarra Johnson, and Kate Seltzer

language status equalization

• Efforts to make the status of and access to the minority language more like that of the majority language. Foundations for Multilingualism in Education by Ester de Jong

language structures

• An oracy component intended to expand the grammatical complexity of students’ speech. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]

language transfer

• Bi-directional process of using knowledge about one language for learning another language. Foundations for Multilingualism in Education by Ester de Jong

large-scale assessment

• The use of standard conditions across multiple classrooms (e.g., grade levels, programs, schools, districts) in the collection, analysis, and reporting of student data. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

late-exit transitional bilingual program

• A program that uses a child’s native language as a medium of instruction for all or part of a school day while the child is learning English. As the child acquires English, less of the native language is used for instruction and, eventually (usually after grade 5), English becomes the dominant or only medium of instruction. Both early- and late-exit programs are considered to be subtractive education models because their goal is English acquisition rather than biliteracy. Late exit programs offer bilingual instruction for five to six years. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

• Refers to transitional bilingual education programs where, although English is progressively used more frequently, students are not transferred until they finish the program of instruction, usually the end of elementary school. The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer

• A form of transitional bilingual education that serves ELLs and provides them with a gradual transition into the all English environment based on L2 proficiency and academic performance. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

Lau v. Nichols

• 1974 Supreme Court case involving 1,700 Chinese students in San Francisco; the Court ruled that without accommodations there cannot be equal access for students who do not speak English, even if they are given the same resources as English speakers. Foundations for Multilingualism in Education by Ester de Jong

Lau Remedies

• Guidelines developed by the Office of Civil Rights to implement the 1974 Lau v. Nichols Supreme Court decision; retracted in the 1980s. Foundations for Multilingualism in Education by Ester de Jong

• Regulations issued by the U.S. Department of Education Office of Civil Rights following the U.S. Supreme Court Decision Lau v. Nichols (1974), outlining requirements for school districts and schools to address the needs of ELLs. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

learning disability

• Any of a variety of cognitive, perceptual, language, or mathematical disabilities that lead to difficulties in learning in an academic setting. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

letras tramposas (tricky letters)

• Letters in Spanish that produce the same sound (e.g., b/v; c/s/z; c/qu/; j/g; ll/y). They are described as “tricky” because the phonology of Spanish is otherwise regular and transparent. They are often the focus of a word wall in Spanish. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

level(s) of language proficiency

• A description of the developmental progression of second language acquisition that has been arbitrarily divided along a continuum. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

leverage

• To use something to gain a desired effect and maximum advantage; in this book appears in connection with the use of the home language to amplify learning and gain a higher return. The Translanguaging Classroom by [Ofelia García, Susana Ibarra Johnson, and Kate Seltzer

lexicon

• The vocabulary of a language. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

limited English proficient (LEP)

• Term for students who speak a language other than English and who have limited ability in listening, speaking, reading, or writing ability in English (see also emergent bilinguals, bilingual learners, English as an additional language speakers). Foundations for Multilingualism in Education by Ester de Jong

• A deficit-oriented term used to describe students who are acquiring English as a second language. It is being replaced by the more positive term, emerging/emergent bilingual. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

• An official designation for students who are identified as needing instruction in English. This term has been criticized because it defines the student in terms of a deficit, namely, limited English proficiency. The term English language learner is increasingly used. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

• The official designation of a student in need of ELD services in school. This term is falling out of favor in the education world because of the negative connotations of using the word “limited” when these students actually have the benefit of knowing more than one language. Young Dual Language Learners by Karen N. Nemeth

• A label for students who have not yet attained proficiency in English. Although the English language learner label is preferred, LEP remains an official legal designation in federal and in many states’ legislation. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

• A deficit-perspective label for naming students acquiring English as an additional language. It marginalizes them rather than acknowledging their capacity and potential. From 1.9 (Garcia) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• This label indicates that a student is deficient in English as a determinant. It characterizes the student as lacking in English, a lack that needs to be fixed. The label negates any strengths students possess in other languages or any funds of knowledge they have related to academics. This labeling can constrain the educational program students receive and create a negative stereotype. From 1.9 (Santos) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

limited formal schooling (LFS)

• The condition of students who enter U.S. schools with little or no schooling in their native language. These students must develop literacy for the first time and acquire the academic content knowledge and skills they have missed. A newcomer program is one that is designed for students who lack prior schooling and must learn to read and write for the first time. These programs generally try to accelerate learning as much as possible to make up for lost time and often do so by extended schooling options (extended day, year) (see newcomer program). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

linear discourse pattern

• A communication style often associated with English that involves the use of a minimal number of words to get to the point directly. Contrasts with circular discourse pattern. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

lingua franca

• Language used among speakers who do not share a native language. Foundations for Multilingualism in Education by Ester de Jong

linguistic bias

• Occurs when test items use unnecessarily difficult and familiar words in the item or responses. Foundations for Multilingualism in Education by Ester de Jong

linguistic borrowing

• A characteristic of Spanish in the United States; the use of English words that retain the English meaning (e.g., “lonche”–lunch; “bills”–bills; “puchar”–push). Teaching for Biliteracy by Karen Beeman and Cheryl Urow

linguistic creativity

• Term used in this book to describe the ways students use Spanish and English together. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

linguistic ecology

• Study of language within the context of linguistic and cultural diversity and biodiversity. Foundations for Multilingualism in Education by Ester de Jong

linguistic equity

• See language status equalization. Foundations for Multilingualism in Education by Ester de Jong

linguistic human rights movement

• Views the use of the native language (including through formal schooling) as a human right; engages in efforts to recognize the right to use native languages in public domains (such as schools). Foundations for Multilingualism in Education by Ester de Jong

linguistic imperialism

• Term developed by Robert Phillipson to describe the processes by which the English language is used to maintain inequalities among different groups in society. Foundations for Multilingualism in Education by Ester de Jong

linguistic instrumentalism

• Motivation to learn, use, or develop a language for economic or political ends (contrast: symbolic reasons). Foundations for Multilingualism in Education by Ester de Jong

literacy

• The ability to use listening, speaking, reading, and writing in a variety of contexts and for a variety of purposes to interact with and understand the world. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

• The ability to use reading and writing in a variety of contexts for a variety of purposes to interact with and understand the world.The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

• Being able to read and interact with text. This definition of text is evolving to include the set of practices that students need to participate meaningfully in local and global economies and cultures. From 5.5 (Castro) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

literacy-based ELD instruction

• A Literacy Squared text-based innovation that is especially designed to promote English literacy development in Spanish-English emerging bilingual students. Instruction builds on and refines the literacy skills and strategies as well as the conceptual knowledge that students are developing in Spanish and does not reteach them. Instead, it teaches children how skills and knowledge can be applied to reading, writing, speaking, and listening in English. Literacy-based ELD instruction further develops students’ awareness of the similarities and differences between English and Spanish literacy skills. Equal amounts of instructional time are devoted to oracy, reading, and writing that are specific to English and to metalanguage to help children make cross-language connections. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

Literacy Club (LC)

• A systematic response to instruction and intervention program that provides support for students in dual language/bilingual and ESL settings who are facing academic and linguistic challenges in achieving grade-level proficiency. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

Literacy Squared

• Comprehensive biliteracy program designed to accelerate the development of biliteracy in Spanish/English-speaking children attending U.S. schools. It has four components: research, assessment, professional development, and the holistic biliteracy instructional framework. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

• An innovative model that uses a holistic framework for biliteracy in which language and literacy instruction begins in two languages as early as kindergarten and is intentionally planned such that instruction is coordinated across languages (Escamilla et al., 2014). From 2.2 (Hopewell and Escamilla) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

Literacy Squared writing rubric

• A rubric designed for the analysis of biliterate writing for the purposes of informing and measuring growth. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

literal translations

• Verbatim phrases that have been converted from one language to another. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

longitudinal data

• The collection of the same information under the same conditions on the same group of students over time. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

long-term English language learners (LTELLs)

• Term used to identify students who were designated as English learners when they entered the school system and have yet to be categorized as fluent, usually after seven years. The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer

looping

• A grouping practice that allows a teacher to have the same students for two years. For example, a teacher may teach second and third graders in one room. The third graders move on to another teacher in fourth grade, but the second graders continue with this teacher in third grade. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

Top