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

Revision as of 21:24, 11 November 2015

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Cooperative learning strategy in which two or more students talk with each other about a particular topic, usually using sentence prompts. The purpose is to give students the opportunity to actively use the language being taught in a low-anxiety situation. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Influence exerted by a dominant group; occurs with respect to language and culture when subordinate groups freely accept a dominant group’s negative views about them and their language as “true” and natural. Foundations for Multilingualism in Education by Ester de Jong

Language classes for heritage language speakers, individuals from a minority language background with varying levels of competence and cultural identifi cation in the minority language.Foundations for Multilingualism in Education by Ester de Jong

A program designed for students whose home or ancestral language is a language other than English, including Native Americans, immigrants, and those born in the United States whose family or ancestors came from another country and speak a language other than English. The program is designed to develop, maintain, and promote the home or ancestral language of the learners. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

Student brought up in a home where Spanish or other minority language is spoken and who has some proficiency in the language. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
Proficient English speakers from linguistically and culturally diverse backgrounds who also speak or understand a language other than English. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

The coexistence of two or more languages within a person whose experiences and knowledge can never be measured or understood as independently constrained by each language separately. It considers the totality of the bilingual experience as a unique and unified whole. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

A framework that includes recommended teaching approaches and time allocations across the grades intended to foster development and learning in two languages through paired literacy instruction. This instructional framework is unique in that it intentionally and purposefully connects Spanish and English literacy environments. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

Considers the two languages of a bilingual person as part of an integrated whole; a bilingual person should not be seen as two monolinguals in one.Foundations for Multilingualism in Education by Ester de Jong

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 ==heritage language speaker==
 * Student brought up in a home where Spanish or other minority language is spoken and who has some proficiency in the language. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]
+* Proficient English speakers from linguistically and culturally diverse backgrounds who also speak or understand a language other than English. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.wida.us/aboutUs/staffBios/AcadLangLit/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd Diep Nguyen]
 ==holistic bilingualism==