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

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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

national origin minority group (student)

• A student whose inability to speak and understand the English language excludes him or her from effective participation in the educational program offered by a school district, generally a student who was born in a country outside the United States or whose family has an ancestry from a country outside the United States and who speaks a language other than English at home. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

native language

• The language or languages that children acquire naturally, without instruction, during the preschool years from parents, siblings, and others in their social environment. A child can have more than one primary language if he or she acquires more than one language during the period of primary language development. Learning two languages at the same time is also sometimes referred to as simultaneous bilingual acquisition. (Native language is also referred to as home language, first language, and primary language.) Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

native language arts

• A class in which students who natively speak a particular language can develop their primary language reading and writing (e.g., Spanish for native speakers). This class often exposes students to read and appreciate the literature produced in their native language and to learn about the lives and work of the major authors that span the cultural groups who share the native language. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

newcomer program

• A program model aimed at students who not only have limited proficiency in English, but also have limited literacy skills in their primary language. These students’ lack of basic literacy in their first language can usually be attributed to a lack of formal schooling in their home country. Although newcomer programs vary in design, they are all set up to address the unique needs of this special population of students. Newcomer programs, in addition to academic English, may focus on acculturation to the U.S. school system, preparing students for their lives in new communities, and developing a student’s primary language. Most newcomer programs share some common features, among which are that the programs are distinct from regular language support programs, that they use instructional strategies aimed at initial literacy development, and that they have courses or activities aimed at orienting students to different aspects of American culture and society. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

newcomer

• Student new to the United States, usually a sequential bilingual who has developed one language and is learning a second language. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

nombres cortos y largos

• Strategy for teaching initial literacy skills in Spanish (concept of word, syllable awareness, letter sounds, and strong and weak vowels) based on meaningful text: the students’ names. Teaching for Biliteracy by Karen Beeman and Cheryl Urow