Difference between revisions of "Caslon Language Education Wikimedia (D)"
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==differentiated instruction== | ==differentiated instruction== | ||
| − | Instruction that is tailored to the unique language and academic needs of each student. | + | Instruction that is tailored to the unique language and academic needs of each student. [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] |
==diglossia== | ==diglossia== | ||
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==discourse/Discourse== | ==discourse/Discourse== | ||
* Patterns of language use (both oral and written) common to specific contexts in which a language is used. For example, the discourse pattern in a conversation among scientists differs from the discourse pattern in a negotiation for the purchase of a used car. [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] | * Patterns of language use (both oral and written) common to specific contexts in which a language is used. For example, the discourse pattern in a conversation among scientists differs from the discourse pattern in a negotiation for the purchase of a used car. [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] | ||
| − | * As defined and distinguished by Gee (2012), discourse (with a lowercase d) refers to language in use or connected stretches of language that make sense, such as conversations, stories, reports, arguments and essays. Discourse (with a capital D) is made up of distinctive ways of speaking/listening, and also often writing/reading, coupled with distinctive ways of acting, interacting, valuing, feeling, dressing, thinking, and believing with other people and with various objects, tools, and technologies to enact specific socially recognizable identities engaged in specific socially recognizable activities. | + | * As defined and distinguished by Gee (2012), discourse (with a lowercase d) refers to language in use or connected stretches of language that make sense, such as conversations, stories, reports, arguments and essays. Discourse (with a capital D) is made up of distinctive ways of speaking/listening, and also often writing/reading, coupled with distinctive ways of acting, interacting, valuing, feeling, dressing, thinking, and believing with other people and with various objects, tools, and technologies to enact specific socially recognizable identities engaged in specific socially recognizable activities. [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] |
==disproportionality== | ==disproportionality== | ||
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==dual language books== | ==dual language books== | ||
| − | Books printed in two languages in which one language appears above the other or the two languages are written side by side on one page or on opposite pages. | + | Books printed in two languages in which one language appears above the other or the two languages are written side by side on one page or on opposite pages. [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] |
==dual language education== | ==dual language education== | ||
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* An instructional program with the goals of educating all children (both language minority and language majority) to become biliterate and culturally sensitive individuals. In this model there is always instruction in both languages for all children. When successful, all students leave these programs fully functional in two languages, including becoming biliterate (see [[Caslon_Language_Education_Wikimedia_(T)#two-way-immersion (TWI)|two-way immersion program]]; see [[Caslon_Language_Education_Wikimedia_(B)#biliteracy|biliteracy]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell] | * An instructional program with the goals of educating all children (both language minority and language majority) to become biliterate and culturally sensitive individuals. In this model there is always instruction in both languages for all children. When successful, all students leave these programs fully functional in two languages, including becoming biliterate (see [[Caslon_Language_Education_Wikimedia_(T)#two-way-immersion (TWI)|two-way immersion program]]; see [[Caslon_Language_Education_Wikimedia_(B)#biliteracy|biliteracy]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell] | ||
* An additive bilingual education model that consistently uses two languages for instruction and communication. It has a balanced number of students for two language groups who are integrated for instruction for at least half of the school day. The goals of dual language programs are bilingualism, biliteracy, and biculturalism. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [http://www.colorado.edu/education/people/kathy-escamilla Kathy Escamilla], [http://www.colorado.edu/education/people/susan-hopewell Susan Hopewell], [http://www.colorado.edu/education/people/sandra-butvilofsky%C2%A0 Sandra Butvilofsky], [http://www.colorado.edu/education/people/wendy-sparrow Wendy Sparrow], [http://www.colorado.edu/education/people/lucinda-soltero-gonz%C3%A1lez Lucinda Soltero-González], [http://literacysquared.org/?page_id=185 Olivia Ruiz-Figueroa], and [http://www.colorado.edu/education/people/manuel-escamilla Manuel Escamilla] | * An additive bilingual education model that consistently uses two languages for instruction and communication. It has a balanced number of students for two language groups who are integrated for instruction for at least half of the school day. The goals of dual language programs are bilingualism, biliteracy, and biculturalism. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [http://www.colorado.edu/education/people/kathy-escamilla Kathy Escamilla], [http://www.colorado.edu/education/people/susan-hopewell Susan Hopewell], [http://www.colorado.edu/education/people/sandra-butvilofsky%C2%A0 Sandra Butvilofsky], [http://www.colorado.edu/education/people/wendy-sparrow Wendy Sparrow], [http://www.colorado.edu/education/people/lucinda-soltero-gonz%C3%A1lez Lucinda Soltero-González], [http://literacysquared.org/?page_id=185 Olivia Ruiz-Figueroa], and [http://www.colorado.edu/education/people/manuel-escamilla Manuel Escamilla] | ||
| − | * A variety of bilingual program models for ELL and English proficient students designed to help them become bilingual and biliterate. In a 50/50 model, half of the students are fluent English speakers and half are ELLs, and 50% of instruction is in English and 50% in the home language of the ELLs. In the 90/10 model, for the first few years, 90% of instruction is in the non-English language and 10% is in English. Instruction gradually reaches 50% in each language. Other variations exist. Also called two-way immersion. | + | * A variety of bilingual program models for ELL and English proficient students designed to help them become bilingual and biliterate. In a 50/50 model, half of the students are fluent English speakers and half are ELLs, and 50% of instruction is in English and 50% in the home language of the ELLs. In the 90/10 model, for the first few years, 90% of instruction is in the non-English language and 10% is in English. Instruction gradually reaches 50% in each language. Other variations exist. Also called two-way immersion. [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] |
[[#Caslon Language Education Index|Top]] | [[#Caslon Language Education Index|Top]] | ||
Revision as of 20:07, 10 December 2015
Contents
- 1 Caslon Language Education Index
- 2 declamación de poesía (poetry recitation)
- 3 developmental bilingual education (DBE)
- 4 dialect
- 5 dialogue
- 6 dialogue journal
- 7 dictado/dictation
- 8 differentiated instruction
- 9 diglossia
- 10 discourse/Discourse
- 11 disproportionality
- 12 doublets
- 13 dual language books
- 14 dual language education
- 15 dual-language program
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
declamación de poesía (poetry recitation)
- Tradition in Spanish-speaking countries that involves accurate intonation and emotion; also an instructional strategy used to develop fluency. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
developmental bilingual education (DBE)
- A form of language education with the goals of building bilingual proficiencies and grade level achievment for students while they gain cross-cultural competence. Foreign language immersion and dual language programs are examples of developmental bilingual programs. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen
- form of bilingual education for ELLs, who initially receive about 90% of content-area instruction in their home language and 10% of content-area instruction through sheltered instruction. Home language instruction decreases slowly as sheltered English instruction increases as students move up in grade level. Instruction continues in both languages until the end of the program, even after students attain proficiency in English, to ensure that students attain strong bilingual and biliteracy skills. Also referred to as maintenance late-exit bilingual education. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright
dialect
- A variety of speaking, writing, or signing a language that is distinguished by differences in vocabulary, sentence structure, and pronunciation. English and other languages are composed of many different dialects, often associated with particular regions or groups of speakers. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
dialogue
- An oracy component meant to ensure meaningful student participation in literacy-related discussions. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla
dialogue journal
- Place for free writing. Students choose the topic and language and the teacher responds to the content, not the mechanics, often using a standard formula: comment, connection, question. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
dictado/dictation
- Instructional strategy in which the teacher dictates words, sentences, or paragraphs that are familiar to the students, and the students write what the teacher is saying. The dictado is holistic; it teaches and develops spelling, punctuation, and syntax and grammar (and other word-study skills) in a way that is meaningful and comprehensive. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
differentiated instruction
Instruction that is tailored to the unique language and academic needs of each student. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright
diglossia
- The relatively stable distribution of two languages or varieties of the same language within a particular community for different purposes or functions. Foundations for Multilingualism in Education by Ester de Jong
discourse/Discourse
- Patterns of language use (both oral and written) common to specific contexts in which a language is used. For example, the discourse pattern in a conversation among scientists differs from the discourse pattern in a negotiation for the purchase of a used car. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
- As defined and distinguished by Gee (2012), discourse (with a lowercase d) refers to language in use or connected stretches of language that make sense, such as conversations, stories, reports, arguments and essays. Discourse (with a capital D) is made up of distinctive ways of speaking/listening, and also often writing/reading, coupled with distinctive ways of acting, interacting, valuing, feeling, dressing, thinking, and believing with other people and with various objects, tools, and technologies to enact specific socially recognizable identities engaged in specific socially recognizable activities. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright
disproportionality
- Occurs when the percentage of students assigned to a particular program is signifi cantly higher or lower than the percentage of their enrollment in the school system. Foundations for Multilingualism in Education by Ester de Jong
doublets
- Words that bilinguals know in both languages. Foundations for Multilingualism in Education by Ester de Jong
dual language books
Books printed in two languages in which one language appears above the other or the two languages are written side by side on one page or on opposite pages. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright
dual language education
- A form of developmental bilingual education that serves English language learners from a common language background, alongside proficient English speakers, with the goals of full development in L1 and L2 oral language proficiency, literacy, and grade-level achievement for both groups of students while gaining cross-cultural competence. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen
dual-language program
- Additive bilingual program using two languages for literacy and content instruction that aims for true biliteracy, bilingualism, and biculturalism for all students in the program. Students may include language-minority students (English language learners and two-language learners) and language-majority students, or language-language-minority students only. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
- An instructional program with the goals of educating all children (both language minority and language majority) to become biliterate and culturally sensitive individuals. In this model there is always instruction in both languages for all children. When successful, all students leave these programs fully functional in two languages, including becoming biliterate (see two-way immersion program; see biliteracy). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
- An additive bilingual education model that consistently uses two languages for instruction and communication. It has a balanced number of students for two language groups who are integrated for instruction for at least half of the school day. The goals of dual language programs are bilingualism, biliteracy, and biculturalism. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla
- A variety of bilingual program models for ELL and English proficient students designed to help them become bilingual and biliterate. In a 50/50 model, half of the students are fluent English speakers and half are ELLs, and 50% of instruction is in English and 50% in the home language of the ELLs. In the 90/10 model, for the first few years, 90% of instruction is in the non-English language and 10% is in English. Instruction gradually reaches 50% in each language. Other variations exist. Also called two-way immersion. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright
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