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

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==primary language==
 
==primary language==
 
* The stronger language in a bilingual learner’s linguistic repertoire; the term “dominant language” is often used in the field to refer to this notion. Although the terms “first language,” “native language,” and “mother tongue” are also often used to refer to this notion, these terms obscure the fact that a bilingual learner may be acquiring more than one language at a time (see also sequential language acquisition vs. simultaneous language acquisition) as well as the fact that a person’s “first” or “native” language may not be their stronger language.  [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]
 
* The stronger language in a bilingual learner’s linguistic repertoire; the term “dominant language” is often used in the field to refer to this notion. Although the terms “first language,” “native language,” and “mother tongue” are also often used to refer to this notion, these terms obscure the fact that a bilingual learner may be acquiring more than one language at a time (see also sequential language acquisition vs. simultaneous language acquisition) as well as the fact that a person’s “first” or “native” language may not be their stronger language.  [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]
 +
* Describes the first language that children learn at home. In the language education field, the terms primary language, native language, and first language are synonymous. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [http://www.thecenterweb.org/irc/pages/f_staff2.html Tamara King]
  
 
==primary language support (PLS)==
 
==primary language support (PLS)==

Revision as of 19:12, 14 December 2015

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

paired literacy instruction

parental involvement

partner reading

peer assessment

percentile

performance assessment

performance indicator

  • A written statement that describes what students must be able to do to indicate their learning of content according to their level of proficiency. In WIDA (World Class Instructional Design and Assessment) Consortium states, a performance indicator consists of a description of the linguistic complexity (amount and quality of speech or writing) for a given situation, the level of vocabulary (specificity of words or phrases for a given context), and the language control a student must exhibit (the comprehensibility of the communication based on the number and type of errors).Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

personal word book

  • A book provided for each student that contains a list of high-frequency words and other words students commonly ask for when they write, and space under each letter section for students to record their own words as they progress through the school year. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

phonics

phonological awareness

  • Understanding of how words sound, apart from what words mean. For example, understanding that the word “kitchen” has two spoken parts (syllables), that the word “bed” rhymes with “bread,” and that the words “cat” and “king” begin with the same sound (Burns, Griffin, and Snow, 1999). Teaching for Biliteracy by Karen Beeman and Cheryl Urow

phonology

picture walk

pluralist discourses

portfolio assessment

pragmatics

preview-view-review strategy

primary language

  • The stronger language in a bilingual learner’s linguistic repertoire; the term “dominant language” is often used in the field to refer to this notion. Although the terms “first language,” “native language,” and “mother tongue” are also often used to refer to this notion, these terms obscure the fact that a bilingual learner may be acquiring more than one language at a time (see also sequential language acquisition vs. simultaneous language acquisition) as well as the fact that a person’s “first” or “native” language may not be their stronger language. English Language Learners at School by Else Hamayan and Rebecca Field
  • Describes the first language that children learn at home. In the language education field, the terms primary language, native language, and first language are synonymous. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

primary language support (PLS)

primary trait scoring

principle of affirming identities

principle of educational equity

principle of promoting additive bi/multilingualism

principle of structuring for integration

process writing

proficiency (level of, stage of)

proficient English learners

Proposition 203

Proposition 227

pull factors

pull-in ESL

pull-out ESL

pull-out second language classes

push factors

  • Negative factors in their home community or country that drive people to migrate push-in second language model. Monolingual model in which a specialist second language teacher works in the classroom with the standard curriculum teacher, keeping ELLs with their fluent English-speaking peers. Foundations for Multilingualism in Education by Ester de Jong

push-in ESL

  • In this ESL instructional model, the English language learners are enrolled in mainstream classes, but an ESL teacher is in class with them providing support, much as inclusion special educators do. In this situation the ESL teacher and the classroom teacher usually work together to support the students and often share common planning time. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
  • A teaching arrangement whereby a specialist teacher (such as ESL or bilingual) comes into the mainstream classroom to give specialized support to a small number of students, or to help the mainstream teacher who has those students in her or his classroom. English Language Learners at School by Else Hamayan and Rebecca Field
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