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

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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

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

teacher assistance team

• School-based problem-solving team designed to combine the knowledge and expertise of the team members in a collaborative fashion to meet the needs of students in general education who are experiencing academic difficulties. Also known as Student Support Teams or Student Services Teams, they are intended to be a general education initiative for problem-solving prior to special education alternatives. Special Education Considerations for English Language Learners by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

teaching for transfer

• Teaching that recognizes and values the vast store of knowledge students have in their home language and that enables students to effectively draw on this knowledge when learning or learning through their new language. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

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

testing

• The administration of tests, singular instruments designed to systematically measure a sample of a student’s ability at one particular time. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

text complexity

• A combination of qualitative and quantitative measures to determine the level of reading difficulty of a book or other text. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

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

thematic teaching

• Teaching a series of content-area lessons across different content areas, focusing on a unifying topic or theme. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

thematic word chart

• A list of key vocabulary related to a theme currently under study. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

transfer

• Process wherein the knowledge or skills learned in one language is applied in the second language. Transfer can be general such as reading comprehension and strategy use, or specific such as word recognition, vocabulary, and spelling. Transfer can be positive and help the learner (as in the area of cognates), or transfer can be negative and result in errors or interference, as in incorrect word order or false cognates. Special Education Considerations for English Language Learners by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

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
• A language teaching approach in which students physically respond to language input (e.g., commands) to internalize the meaning and to demonstrate their comprehension of the language. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

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
• (early exit) A form of transitional bilingual education that serves English language learners from a common language background with the goals of full development in L2 (English), at the sacrifice of their L1, with expectations for grade-level achievement and assimilation into L2. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen
• (late exit) A form of transitional bilingual education that serves ELLs and provides them with a gradual transition into the all English environment based on L2 proficiency and academic performance. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen
• A model of bilingual education that provides content-area instruction to English language learners (ELLs) in their native language while they learn English (to varying extents for varying lengths of time). As the ELLs acquire English, they move to all-English mainstream classes, typically after one to three years (also known as early-exit bilingual programs). English Language Learners at School by Else Hamayan and Rebecca Field
• A program model for ELLs in which home language content-area instruction is provided for the first few years of the program, in addition to sheltered-English content-area instruction and English as a second language (ESL). The amount of native-language instruction decreases as sheltered English immersion increases. Students are transitioned to mainstream classrooms after just a few years in the program. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

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
• In its original conceptualization, refers to the practice in which bilinguals receive information in one language and then use or apply it in the other language. In its expanded sense, refers to the natural and normal ways bilinguals use their languages in their everyday lives to make sense of their bilingual worlds. In teaching, refers to pedagogical practices that use bilingualism as a resource rather than ignore it or perceive it as a problem. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

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
• See Dual language education. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen
• A type of dual language education that targets balanced numbers of English language learners and English speakers and aims for (1) bilingualism, (2) biliteracy, (3) academic achievement in two languages, and (4) positive cultural understanding and intercultural communication. TWI programs provide content-area instruction through two languages to students in integrated classes, and they typically last for five to seven years. There is considerable variation across TWI programs in terms of how they allocate languages for instructional purposes. NOTE: The term dual language is sometimes used as a synonym for two-way immersion programs. This guide takes a broad view of dual language education, by which we mean any bilingual program that promotes bilingualism and biliteracy (that is, additive bilingualism), academic achievement in two languages, and positive cross-cultural understanding for its target populations. Under this broad view, a two-way immersion program is one type of dual language program. English Language Learners at School by Else Hamayan and Rebecca Field

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