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

Revision as of 20:44, 11 November 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

teacher-led small groups

• A reading approach where the teacher addresses specific students’ needs with regard to reading skills, comprehension strategies, and interests. Small reading groups are formed based on students’ areas of interest rather than reading levels. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

teaching to the potential

• Understanding what emerging bilingual students are capable of doing in both languages in order to inform paired literacy instruction. Students are held accountable for using and accessing all of their knowledge, regardless of the language of the environment. Teachers use their knowledge of a student’s entire linguistic repertoire to plan explicit instruction and make cross-language connections to accelerate biliterate development. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

test bias

• Occurs as a result lack of familiarity with (standardized) tests and to fill them out. Foundations for Multilingualism in Education by Ester de Jong

TheDictado

• A method to teach content, conventions, grammar, and spelling in an integrated way. It involves having the teacher dictate a series of phrases or sentences to the students. The students and teacher then collaborate to create a corrected model of the focus text. Students amend their sentences using a two-color system to draw attention to errors. The same phrases or sentences are repeated throughout the week, giving students multiple opportunities to practice and learn the targeted content, conventions, grammar, and spelling. TheDictado is adapted from Latin American schools and provides multiple opportunities for within-language and cross-language metalinguistic development. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

threatened languages

• Languages that a decreasing number of children are learning. Foundations for Multilingualism in Education by Ester de Jong

threshold hypothesis

• Theoretical hypothesis put forth by Cummins claiming that there may be a minimum level of bilingualism necessary in order to observe positive cognitive effects and avoid negative effects. Foundations for Multilingualism in Education by Ester de Jong

time-on-task argument

• The more time spend in the second language, the better the language will be learned, with the implication that time spend in the native language detracts from second language acquisition. Foundations for Multilingualism in Education by Ester de Jong

total physical response (TPR)

• Instructional strategy used to introduce academic concepts in a concrete and comprehensible manner. The teacher models academic oral language accompanied by pictures, realia, and movements. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

trajectory toward biliteracy

• A framework for documenting patterns of development and growth in Spanish and English for emerging bilingual children who are receiving paired literacy instruction. Children’s achievement is expressed in terms of biliteracy development rather than by grade levels or other monolingual norms that separate the two languages. Spanish literacy outcomes may be slightly ahead of the English literacy outcomes in this trajectory. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

transitional bilingual education (TBE)

• Subtractive bilingual education model for minority language speakers in which the native language is used only temporarily as a bridge to learning the societal language. Foundations for Multilingualism in Education by Ester de Jong

transitional bilingual program

• Program that uses Spanish for a limited number of years while students learn English. Once students are considered to be English proficient, they are educated as monolingual English speakers and are assumed to have no further need of Spanish. This is a subtractive program that aims for English proficiency. It is often early exit, lasting for 3 years or less. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

translanguaging

• Dynamic view of code-switching that focuses on how codeswitching is used for different communicative purposes and meaning making. Foundations for Multilingualism in Education by Ester de Jong

transnationalism

• The phenomenon of back and forth movement between the home country and other countries, supporting identification with multiple national identities two-way immersion (TWI). Integrated model of additive bilingual education for native majority and native minority language speakers. Foundations for Multilingualism in Education by Ester de Jong

two-language learner

• Student whose knowledge is shared across two languages. In this book, used synonymously with bilingual learner. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

two-way-immersion (TWI)

• A dual-language program that supports additive bilingualism, in which language-majority students and language-minority students learn together to become bilingual, biliterate, and bicultural. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
• A program that serves both language-minority and language-majority students in the same classrooms. These programs use each group of students’ first language for academic instruction at certain points during the day or week. They aim for additive bilingualism and biculturalism for both groups of students (see dual-language program). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell