Difference between revisions of "Caslon Language Education Wikimedia (F)"
From Caslon Wiki
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==first language== | ==first language== | ||
| − | * See [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [ | + | * See [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]]. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/landing//cloud.nancy/ Nancy Cloud], [https://www.caslonpublishing.com/landing//lakin.judah/ Judah Lakin], [https://www.caslonpublishing.com/landing//leininger.erin/ Erin Leininger], [https://www.caslonpublishing.com/landing//maxwell.laura/ Laura Maxwell] |
== fishbowl== | == fishbowl== | ||
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* Assessment that occurs throughout a lesson or unit to provide feedback that is used to modify instruction. [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] | * Assessment that occurs throughout a lesson or unit to provide feedback that is used to modify instruction. [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] | ||
| − | * (Informal) [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessments]] that are part of the instructional process and that provide information so teachers can adjust teaching and learning in order for learners to achieve greater success. The [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessments]] include but are not limited to teacher observation, conferencing with students, and self- and peer assessments provided that they lead to needed instructional adjustments that enable learners to learn better (see [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative assessments]]; see [[Caslon_Language_Education_Wikimedia_(A)#alternative assessment|alternative assessment]]; see [[Caslon_Language_Education_Wikimedia_(A)#authentic assessment|authentic assessment]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [ | + | * (Informal) [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessments]] that are part of the instructional process and that provide information so teachers can adjust teaching and learning in order for learners to achieve greater success. The [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessments]] include but are not limited to teacher observation, conferencing with students, and self- and peer assessments provided that they lead to needed instructional adjustments that enable learners to learn better (see [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative assessments]]; see [[Caslon_Language_Education_Wikimedia_(A)#alternative assessment|alternative assessment]]; see [[Caslon_Language_Education_Wikimedia_(A)#authentic assessment|authentic assessment]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/landing//cloud.nancy/ Nancy Cloud], [https://www.caslonpublishing.com/landing//lakin.judah/ Judah Lakin], [https://www.caslonpublishing.com/landing//leininger.erin/ Erin Leininger], [https://www.caslonpublishing.com/landing//maxwell.laura/ Laura Maxwell] |
* The collection, analysis, and reporting of information on a regular basis that informs students about their progress and learning based on immediate feedback. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ Diep Nguyen] | * The collection, analysis, and reporting of information on a regular basis that informs students about their progress and learning based on immediate feedback. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ Diep Nguyen] | ||
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==full inclusion ESL/mainstream ESL== | ==full inclusion ESL/mainstream ESL== | ||
| − | * A program model in which [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] are placed in all mainstream classes with their non-ELL counterparts. This model works on the assumption that when these students are immersed in English they will gain [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic proficiency]] in English. In the best implementation of this model, an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]]-trained teacher would serve as the classroom teacher, providing [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] to [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] (see [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [ | + | * A program model in which [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] are placed in all mainstream classes with their non-ELL counterparts. This model works on the assumption that when these students are immersed in English they will gain [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic proficiency]] in English. In the best implementation of this model, an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]]-trained teacher would serve as the classroom teacher, providing [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] to [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] (see [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/landing//cloud.nancy/ Nancy Cloud], [https://www.caslonpublishing.com/landing//lakin.judah/ Judah Lakin], [https://www.caslonpublishing.com/landing//leininger.erin/ Erin Leininger], [https://www.caslonpublishing.com/landing//maxwell.laura/ Laura Maxwell] |
==fully English proficient (FEP)== | ==fully English proficient (FEP)== | ||
Revision as of 18:58, 3 November 2016
Contents
- 1 Caslon Language Education Index
- 2 first language
- 3 fishbowl
- 4 flexible multiple model of language and literacy
- 5 Flores v. Arizona
- 6 fluent English proficient (FEP)
- 7 focused reading
- 8 folk bilingualism
- 9 foreign language education
- 10 formal language
- 11 formative assessment
- 12 fractional view of bilingualism
- 13 framework
- 14 full inclusion ESL/mainstream ESL
- 15 fully English proficient (FEP)
- 16 funds of knowledge
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
first language
- See native language. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
fishbowl
- Instructional strategy that involves two or more students modeling the language and behavior the rest of the class is to use as they work in pairs or small groups. Teaching for Biliteracy by [Karen Beeman and Cheryl Urow
flexible multiple model of language and literacy
- A model of biliteracy that uses two languages together to interact with texts written in both languages and in other media, according to a bilingual flexible norm capable of both integration and separation. The Translanguaging Classroom by Ofelia García,Susana Ibarra Johnson, and Kate Seltzer
Flores v. Arizona
- Ongoing court case in Arizona about the funding of education for ELLs. Foundations for Multilingualism in Education by Ester de Jong
fluent English proficient (FEP)
- The official designation for former ELLs who have attained sufficient English proficiency to meet their state’s criteria for redesignation. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright
focused reading
- Instructional strategy in which students read a variety of texts at different readability levels on the same topic. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
folk bilingualism
- Type of bilingualism that is associated with working-class immigrant communities where the native language is primarily oral and its use is unsupported by formal education.
foreign language education
- A type of language education program in which students are exposed to languages and cultures (other than English), generally not part of their backgrounds, with the goal of developing oral language and literacy. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen
formal language
formative assessment
- Assessment that occurs throughout a lesson or unit to provide feedback that is used to modify instruction. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
- (Informal) assessments that are part of the instructional process and that provide information so teachers can adjust teaching and learning in order for learners to achieve greater success. The assessments include but are not limited to teacher observation, conferencing with students, and self- and peer assessments provided that they lead to needed instructional adjustments that enable learners to learn better (see summative assessments; see alternative assessment; see authentic assessment). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
- The collection, analysis, and reporting of information on a regular basis that informs students about their progress and learning based on immediate feedback. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen
- The use of ongoing assessments that help to identify a student’s strengths and needs and thus inform subsequent instruction, building on these strengths while addressing these needs. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright
fractional view of bilingualism
- Considers bilinguals as two monolinguals in one, with a focus on discrete language skills. Foundations for Multilingualism in Education by Ester de Jong
framework
- Organized plan or set of standards or learning outcomes that defines the content to be learned in terms of clear, definable standards of what the student should know and be able to do. A curriculum framework is part of an outcome-based education or standards based education reform design.
full inclusion ESL/mainstream ESL
- A program model in which English language learners are placed in all mainstream classes with their non-ELL counterparts. This model works on the assumption that when these students are immersed in English they will gain academic proficiency in English. In the best implementation of this model, an ESL-trained teacher would serve as the classroom teacher, providing sheltered instruction to ELLs (see sheltered instruction). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
fully English proficient (FEP)
- An official designation for a former English language learner who has met all exit criteria of an ESL or bilingual program and is considered ready for participation in the all-English academic mainstream. However, because many districts use inappropriate exit criteria, we find many ELLs who have developed conversational fluency in English but who are still acquiring academic language proficiency in English. English Language Learners at School by Else Hamayan and Rebecca Field
- The label given by school districts to students who have met their requirements for demonstrating readiness to exit from ELD services. It does not necessarily indicate full academic fluency in the new language. Young Dual Language Learners by Karen N. Nemeth
funds of knowledge
- Cultural resources and knowledge held by bilingual students and their families. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
- Children’s knowledge and skills that they have developed in their homes and the community. Foundations for Multilingualism in Education by Ester de Jong
- Those skills, concepts, bodies of knowledge, and ways of knowing that students acquire in their families and communities; they include language and ways of conveying meaning. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla
- Areas of expertise that families or communities or cultural groups have developed outside of school (e.g., about professional or cultural practices). Educators can tap into and build on these areas of expertise to develop students’ academic knowledge and skills. Special Education Considerations for English Language Learners by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico
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