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

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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

balanced assessment

• The use of multiple and varied measures with input on a formative and summative basis that yield qualitative and quantitative results. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

BASIC model

• An acronym for “A Balanced Assessment and Accountability System, Inclusive and Comprehensive”, a descriptive representation of the use of data in schools and language education programs by teachers and administrators for teaching, learning, and decision making that represents multiple perspectives and provides a rich portrait of students as learners. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

balanced bilingual

• Term often used to describe someone equally fluent in two languages (at the level of an educated person) (also ambilingual, equilingual, maximal bilingual, symmetrical bilingual). Foundations for Multilingualism in Education by Ester de Jong

banking model of teaching

• View of teaching that stresses the expert role of a teacher in transmitting a body of knowledge to students. Foundations for Multilingualism in Education by Ester de Jong

basic interpersonal communication skills (BICS)

• A term coined by Jim Cumminsthat refers to the type of language proficiency that is acquired through face-to-face communication and that is necessary for social interactions, including those that occur in a classroom. This type of conversational language proficiency is both context embedded (the context makes the meaning clear) and cognitively undemanding (the concept is easily acquired). BICS or conversational language proficiency develops relatively quickly, usually within two years, provided the learner has access to English speakers (see CALP). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

bias

• Tendency toward a particular ideology, result, or preference. When applied to tests, it implies that the test systematically advantages or disadvantages a particular group of students on a particular criterion not considered relevant for outcomes, such as race or gender. Foundations for Multilingualism in Education by Ester de Jong

bidirectional transfer

• The application of features of one language to another. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

big idea

• Statement, also referred to as an essential or enduring understanding, grounded in learning standards and a theme. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Bilingual Education Act

• Title VII of the Elementary and Secondary Education Act funding bilingual education at the federal level between 1968 and 2000. Foundations for Multilingualism in Education by Ester de Jong

bilingual learner

• Student whose knowledge is shared across two languages. In this book, used synonymously with two-language learner. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
• Children who are acquiring two or more languages at home and at school (also: emergent bilingual).Foundations for Multilingualism in Education by Ester de Jong

bilingual pivotal portfolio

• The cumulative collection of common formative and summative assessment information, exemplified by student original work samples designed to illustrate individual student’s progress and achievement in language proficiency, academic achievement, and cross-cultural competence from year to year, during their participation in language education programs. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

bilingual program

• A program that uses two languages for instruction. In bilingual programs in the United States, English language learners receive content instruction in their native language and English as a second language instruction. There are different types of bilingual education programs, including transitional bilingual education (TBE), developmental bilingual education (DBE), and dual-language or two-way immersion programs (TWI). The differences stem from the length of time students are placed in the program and how dedicated the program is to cultivating lasting knowledge and growth in the primary language. TBE programs use the native language temporarily, and the goal is to transition to English, whereas DBE programs aim to maintain the native language while developing proficiency in English. Like DBE programs, dual language or two-way immersion programs also seek to promote bilingualism, biliteracy, and biculturalism for all students enrolled. (see dual–language program; see two-way immersion program). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

bilingualism/multilingualism

• The ability to understand and use two (or more) languages in particular contexts and for particular purposes. Bilinguals can have the same levels of proficiency in both languages (e.g., advanced in both) or different levels of proficiency (e.g., advanced in one and beginning or intermediate in the other). Bilinguals do not necessarily have the same level of proficiency in speaking, listening, reading, and writing in the languages they know. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
• Competence in two languages developed by individual speakers (also: bilinguality) Foundations for Multilingualism in Education by Ester de Jong
• The ability to use two languages along a continuum that includes variations in proficiency in expressive (speaking and writing) and receptive (listening and reading) language; differences in proficiencies between the two languages; variations in proficiency between the two languages, according to the functions and purpose of use of each language; and changes in proficiency of each language over time. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

bilingual strategies

• Observable cross-linguistic strategies that emerging bilingual writers demonstrate as they transfer knowledge and abilities from one language to the other. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

biliteracy

• The ability to read, write, and speak in two languages for a range of communication purposes. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
• The ability to read and write in two languages. Usually refers to full proficiency in both languages and the ability to read and write at age-appropriate levels in both languages. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
• The ability to read and write with high levels of proficiency in two languages through the appropriate and effective use of grammatical, syntactic, graphophonic, semantic, and pragmatic systems of the two languages. Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

biliteracy unit(s)

• Units that highlight the importance of purposefully connecting the four core instructional elements: reading, writing, oracy, and metalanguage using authentic Spanish literacy and literacy-based ELD. Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

biliteracy zones/biliterate reading zones

• Numeric representations that capture a holistic picture of a child’s Spanish and English reading levels. The zone represents a progressive relationship for instruction in and development of Spanish and English literacy based on Literacy Squared research findings. Each zone is comprised of an expected range of Spanish reading levels matched to an expected range of English reading levels.Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

biliterate benchmark

• A number used to represent realistic end-of-year benchmark goals for Spanish and English literacy development for grades K–5. Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

biliterate reading

• The process used to make sense of texts in two languages. It involves using a reservoir of bilingual competencies, strategies, and knowledge in interaction and collaboration with others to comprehend texts. In Literacy Squared, biliterate reading instruction in K–5 bilingual classrooms includes interactive and explicit teaching of a variety of reading skills and strategies, including: foundational reading skills (e.g., concepts of print, decoding, fluency), reading comprehension skills (e.g., describe main ideas or major events in a text and central lesson, including key supporting details; distinguish elements and structure of literary and informational texts), comprehension strategies (e.g., activate prior knowledge, make predictions, make personal and intertextual connections, cognate study), and reading of a range of text types of grade-level appropriate complexity. Children are taught how to apply these skills and strategies across languages and to see similarities and language specific differences. Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

biliterate writing

• A complex process to develop and produce texts that involves bilingual competencies, strategies, and knowledge in two languages. Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

biliterate writing potential

• The understanding of what emerging bilingual students can do in writing in both languages in order to inform writing instruction within paired literacy. Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

biliterate writing trajectory

• A framework for documenting patterns of development and growth in Spanish and English writing for emerging bilingual children who are receiving paired literacy instruction. Children’s writing achievement is expressed in terms of biliterate development rather than by grade levels or other monolingual norms that separate the two languages. It is also hypothesized that students’ Spanish writing will be ahead of their English writing; however each child’s writing development is unique. Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

Bridge, the

• The instructional moment in teaching for biliteracy when teachers bring the two languages together, guiding students to actively engage in contrastive analysis of the two languages by visually placing them side by side and to transfer the academic content they have learned in one language to the other language. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Bridge anchor chart

• Visual support that demonstrates similarities and differences between Spanish and English. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

bridging

• Making cross-linguistic connections. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Brown v. Board of Education

• 1954 Supreme Court ruling that segregation (of African Americans) is unconstitutional, declaring that “separate educational facilities are inherently unequal.” Foundations for Multilingualism in Education by Ester de Jong

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