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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

say something; say something/write something

• Instructional strategy in which student partnerships or small groups read a portion of text and then stop and say and, sometimes, write a reaction, supported by a sentence prompt for summary, prediction, question and answer, or personal or academic connection. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

scaffolding

• A guided learning technique in which teachers modify the language demands placed on students to match the language level of students and add other supports to their verbal instruction (scaffolds) that enhance communication, such as visuals, hands-on learning, and high levels of interaction to insure understanding (see sheltered instruction). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

semantic extension

• A characteristic of Spanish in the United States; the expansion of the original meaning of Spanish words to include the meaning of a similar English word (e.g., “groserías”–groceries; “carpeta”–carpet). Teaching for Biliteracy by Karen Beeman and Cheryl Urow

semantics

• Study of the meanings of words, especially the differences in word meanings based on context. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

sentence prompt (frase clave)

• A few words provided by the teacher to give students the structure of the language so they can use language appropriately as they participate in a learning activity. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

sequential bilingual learner

• Instructional strategy in which student partnerships or small groups read a portion of text and then stop and say and, sometimes, write a reaction, supported by a sentence prompt for summary, prediction, question and answer, or personal or academic connection. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

sequential bilingualism

• The process by which a person becomes bilingual by first learning one language and then learning the other. This situation occurs most naturally when students leave their homes in which a language other than English is commonly spoken or immigrate to another country after being raised and schooled in another language environment (see simultaneous bilingualism). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

sheltered (content) instruction

• Sheltered instruction is an approach in which students develop knowledge in specific subject areas through the medium of their second language. Teachers modify their use of English to teach core subjects (e.g., math, science) in order to ensure that the material is comprehensible to learners and that it promotes their second-language development. They also adjust the language demands of the lesson in many ways, such as by modifying speech rate and tone, simplifying vocabulary and grammar, repeating key words, phrases, or concepts, using context clues and models extensively, relating instruction to students’ background knowledge and experience, and using other learning supports (e.g., demonstrations, visuals, graphic organizers, or cooperative work) to make academic instruction understandable to students of different second-language proficiency levels [also referred to as sheltered English instruction (SEI); specially designed academic instruction in English (SDAIE)]. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

simultaneous bilingual learner

• Student who has been exposed to two languages since before age 3. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

simultaneous bilingualism

• The process by which a person becomes bilingual by learning two languages at the same time. This situation occurs most naturally when students are raised in a home and community where two languages are actively spoken. Generally, in order to be considered a simultaneous bilingual, a child must learn both languages prior to the age of three (see sequential bilingualism). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

single-dominance perspective

• A way of looking at two-language learners that assumes their abilities in both languages are not equal and identifies a dominant language, often resulting in the determination that the simultaneous bilingual learner is “low” in both languages. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

social language

• The relatively informal conversational language anchored in context, usually reflective of the language used in students’ homes and communities; also referred to as “informal language,” “home language,” or “community Spanish.” Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Spanglish

• Mixture of Spanish and English that follows a set of grammar and linguistic rules; often used in social settings where it is considered appropriate. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Spanish for native speakers

• A form of Spanish-as-a-foreign-language program that has been adapted to meet the needs of Spanish speakers. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Spanish literacy

• The broad range of teaching and learning activities undertaken through the medium of the Spanish language, focusing on the integrated development of oracy, reading, and writing throughout the curriculum. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

subtractive bilingualism

• The outcome of programs that focus on developing English skills, and in which students lose their native language as they learn English. In subtractive bilingual programs, any native language support is provided only until students achieve English proficiency. Contrasts with additive bilingualism. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
• A process in which individuals lose all or some of their primary-language abilities (and possibly culture) as they acquire a new language and culture. This occurs frequently in the case of language minority students who attend schools where no provision is made to maintain and develop their primary language (see additive bilingualism). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

summative assessment

• Assessment that occurs at the end of lessons or units to evaluate what students have learned. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
• Assessments that are given periodically to determine what students know and are able to do at the end of instruction. Summative assessments are accountability measures, most typically state assessments, district benchmark assessments, and end-of-unit and end-of-semester examinations (see formative assessment). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

sustained silent reading (SSR)

• A time dedicated to individual student reading. During this time, students are free to choose anything they want to read, including magazines, newspapers, and books on any subject and in either Spanish or English. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

syntax

• Refers to word order within phrases and sentences (how phrases and sentences are constructed), and the rules that govern word order. Often paired with “grammar” to encompass the whole system of rules that describe a language. Teaching for Biliteracy by Karen Beeman and Cheryl Urow