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

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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

second language

• A language learned at a later stage than the native language. Foundations for Multilingualism in Education by Ester de Jong

self-assessment

• Students’ monitoring and analysis of their work in which they reflect on their strategies, products, and processes of learning. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

self-contained second language programs

• Full-time programs for minority language speakers to teach content and the dominant language. Foundations for Multilingualism in Education by Ester de Jong

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

semilingualism

• Pejorative term to describe what is considered limited skills in two languages. Foundations for Multilingualism in Education by Ester de Jong

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

separate underlying proficiency (SUP)

• Developed by Cummins; refers to the separateness of the two language systems of bilinguals, best represented by a container view of two separate systems competing for cognitive space. Foundations for Multilingualism in Education by Ester de Jong

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

shared reading

• A reading approach in which the teacher reads for and with the children. It calls for more direct student involvement in the actual reading of the text. Teachers engage children in guided dialogue to extend their understanding of texts and to enrich their oral language repertoire. They also encourage students to articulate (not only observe) cross-language connections. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

shared writing

• An instructional approach in which the teacher and students take turns constructing a written text together. All the students in the class participate in the writing of the text by sharing the pen with the teacher, copying from the board, or encoding the text in their own notebooks. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

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
• An approach within language education programs that serves English language learners from multiple language backgrounds with the goal of development of academic language in L2 (English) through content and applies to SSL in Spanish to English speakers. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

sheltered English instruction

• See specially designed academic instruction in English (SDAIE). Foundations for Multilingualism in Education by Ester de Jong

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

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 bilinguals

• Children who develop two languages at the same time. Definitions of simultaneous bilingualism vary, but it is generally thought to be exposure to and acquisition of two languages before the age of 5. Simultaneous bilinguals can be circumstantial (those who learn a second language because of their circumstances, such as immigrants or children of foreign students in universities) or elective (those whose parents choose to teach them two languages). Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

simultaneous biliteracy development

• Development of reading and writing skills in two languages at the same time. Foundations for Multilingualism in Education by Ester de Jong

simultaneous language acquisition

• Acquisition of two languages at the same time, generally before the age of 3 (also bilingual acquisition). Foundations for Multilingualism in Education by Ester de Jong

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

singlets

• Words that bilinguals know in only one of their two languages. Foundations for Multilingualism in Education by Ester de Jong

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

social language proficiency

• Language features and functions associated with interpersonal communication. Foundations for Multilingualism in Education by Ester de Jong

social networks

• Set of relationships with others across different domains that affect which language and language features are used. Foundations for Multilingualism in Education by Ester de Jong

societal or dominant language

• Language used for communication in the public domain (media, government, educational institutions). Foundations for Multilingualism in Education by Ester de Jong

SOCRATES

• European university faculty and student exchange program. Foundations for Multilingualism in Education by Ester de Jong

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

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 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

specially designed academic instruction in English (SDAIE)

• Instruction that is adapted for second language learners by the use of visuals, hands-on learning, and other strategies that make instruction in the second language more comprehensible. Foundations for Multilingualism in Education by Ester de Jong

standard language ideology

• View that the standard language variety (and its speakers) is (naturally) superior to other varieties of the language. Foundations for Multilingualism in Education by Ester de Jong

status planning

• Language policy activities that focus on elevating the status of a particular language by extending the domains where it is used. Foundations for Multilingualism in Education by Ester de Jong

steamer classes

• 1-year classes for immigrants during the 1920s estabished in New York and Boston. Foundations for Multilingualism in Education by Ester de Jong

strategic use of language

• The planned use of both languages to maximize learning and to achieve the greatest efficiency in the classroom environment. Do not confuse this method with concurrent translation. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

structured English immersion

• Mandated English-only option under Proposition 227, Proposition 203, and Question 2, defined primarily as an English language development program, though some states have interpreted it to include content instruction as well. Foundations for Multilingualism in Education by Ester de Jong

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
• Acquisition of a second language that occurs at the expense of maintaining and developing the fi rst language. Foundations for Multilingualism in Education by Ester de Jong

successive language acquisition

• Acquisiton of a second language after first language acquistion (after age 3). Foundations for Multilingualism in Education by Ester de Jong

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

synthetic reading approaches

• A method to teach reading that moves from part to whole. These methods start with teaching children parts of words, such as letters and letter sounds. They commonly use letters, syllables, and letter sounds to build up to words. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla