Caslon Language Education Wikimedia (P)

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

paired literacy instruction

• A holistic approach to teaching reading and writing where students learn to read and write in two languages simultaneously, beginning in kindergarten. Paired literacy practices are not duplicative and do not involve concurrent translation. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

parental engagement

• The direct involvement and active engagement of parents in the education of their children. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

partner reading

• Pairs of students take turns reading aloud to one another. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

Partnership for Assessment of Readiness for College and Career (PARCC)

• Most states voluntarily adopted new, more rigorous academic standards and teachers have been using them in their daily instruction. As a result, states needed high-quality assessments aligned to those standards that would test students of all achievement levels on what they are learning. www.parcconline.org

peer assessment

• Students’ assessment of each other’s work or performances. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

percentile

• A statistic descriptive of results from a standardized test determined from a mean and standard deviation of a normal distribution of scores that represents nonequal interval data along the bell curve. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

performance assessment

• Often used as a synonym for alternative or authentic assessment, a form of assessment that requires students to perform a task rather than take a teacher-made or statewide test. In performance assessment, teachers rate an actual student performance according to previously established criteria. Students may either perform a task or create a product and are assessed on both the process and the end result of their work (see alternative assessment; authentic assessment). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

• Original student work and performance that are interpreted with scoring guides or rubrics. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

• A form of assessment in which students are evaluated on their ability to perform a specific academic task or set of related tasks (e.g., use oral language to role play interactions at the market, write an essay, conduct a science experiment, measure and compare a set of objects using a scale). https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by Wayne E. Wright

performance-based assessment(s)

• An added dimension of formative assessment that increases its power and utility. It not only assesses what students know but also their ability to apply what they know in given situations (Abedi, 2010). From 7.9 (Marler) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

performance indicator

• A written statement that describes what students must be able to do to indicate their learning of content according to their level of proficiency. In WIDA Consortium states, a performance indicator consists of a description of the linguistic complexity (amount and quality of speech or writing) for a given situation, the level of vocabulary (specificity of words or phrases for a given context), and the language control a student must exhibit (the comprehensibility of the communication based on the number and type of errors).Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

performance model(s)

• Such models provide examples of language at particular benchmarks or levels, thus becoming tools for assessment and indicative of language progress within content-area contexts. From 1.8 (Boals) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

personal word book

• A book provided for each student that contains a list of high-frequency words and other words students commonly ask for when they write, with space under each letter section for students to record their own words as they progress through the school year. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

phonics

• A component of reading instruction in which students learn the phonetic value (i.e., sounds) of individual letters and letter combinations. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

phonological awareness

• Understanding of how words sound, apart from what words mean. For example, understanding that the word “kitchen” has two spoken parts (syllables), that the word “bed” rhymes with “bread,” and that the words “cat” and “king” begin with the same sound (Burns, Griffin, & Snow, 1999). Teaching for Biliteracy by Karen Beeman and Cheryl Urow

phonology

• The study of the sound system of a language. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

• The study of the sound systems of languages. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

picture walk

• Active reading strategy in which students look at pictures from a book and turn and talk about them with a partner, using sentence prompts and a word bank. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

pivotal portfolio

• The systemic collection of essential student assessment information that is kept during each emerging bilingual student’s entire time of participation in the language program. It is used to inform critical decisions regarding the student’s program of study. From 7.10 (Nguyen) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

pluralist discourses

• Ways of thinking and talking about the world that consider linguistic and cultural diversity as a resource for sociocultural, political, and economic development. Foundations for Multilingualism in Education by Ester de Jong

• Discourses that recognize ELLs’ home languages and cultures as rich resources for helping them learn English and academic content and that strive to help them develop high levels of proficiency and literacy in both languages (also called multilingual discourses). Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

portfolio assessment

• A portfolio is a purposeful collection of a student’s work that documents his or her efforts, progress, and achievements over time in given areas of learning, either language or subject matter, or both. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

• Assessment of a student’s learning through the longitudinal collection and analysis of student work related to specific learning objectives. Foundations for Multilingualism in Education by Ester de Jong

• Assessment of student work collected throughout the school year and organized in a portfolio. Enables the assessment of students’ progress and growth based on authentic samples of student work. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

pragmatics

• The study of how language is used and the larger context in which it is used. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

• The study of language in use, that is, how individuals produce and interpret language in social interaction in specific contexts. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

praxis

• The process by which theory is enacted in a reflective and critical way in order to transform the classroom (Freire, 1970). Two important elements in this approach are the critical awareness of and the continual interplay between theory and action needed to bring improvements to participants’ teaching and learning. Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators by Eva Ponte, Christina Higgins

praxis-based professional development (PD)

• PD where instructional strategies, theories of learning and teaching, and approaches to inclusive teaching of ELL students in mainstream classrooms are not delivered in a top-down manner by instructors in one-size-fits-all presentations, and teachers are not expected to uncritically implement those strategies and approaches in their classes. Instead, it involves collaboration and a gradual release of responsibility over time from a PD provider to teachers in three distinct yet overlapping stages. Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators by Eva Ponte, Christina Higgins

preview-view-review strategy

• Bilingual teaching strategy that uses the native language for preview and review, and the second language for concept reinforcement and language development (view). Foundations for Multilingualism in Education by Ester de Jong

• A form of primary language support in which a lesson or read-aloud to be conducted in English is previewed, and then reviewed, in the home language of the ELLs. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

primary language

• The stronger language in a bilingual learner’s linguistic repertoire; the term “dominant language” is often used in the field to refer to this notion. Although the terms “first language,” “native language,” and “mother tongue” are also often used to refer to this notion, these terms obscure the fact that a bilingual learner may be acquiring more than one language at a time (see also simultaneous language acquisition vs. sequential language acquisition) as well as the fact that a person’s “first language” or “native” language may not be their stronger language. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

• The language that is determined to be stronger or used more frequently by the student; also called the “dominant language.” In certain federal and state government documents, the term primary home language other than English (PHLOTE) is used. In some contexts, however, this term is used simply to indicate the language the child started to learn first. It is important to be clear about the meaning of this term when using it in documents or conversations. See also Dominant language. Young Dual Language Learners by Karen N. Nemeth

• Describes the first language that children learn at home. In the language education field, the terms primary language, native language, and first language are synonymous. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

primary language instruction

• Primary language instruction describes language, literacy and content instruction taught in the learners’ primary language by certified bilingual teachers in bilingual classroom settings. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

primary language support (PLS)

• Using students’ primary language during sheltered English instruction to support and scaffold students’ content-area learning in English. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

• Describes the use of the primary language (by bilingual teachers, aides, or tutors) to support the concepts and instruction that the ELLs are taught in English in general education (elementary) and content (secondary) classrooms. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

• Using a student’s home language during English as a second language (ESL) or sheltered-English content-area instruction to make the English instruction more comprehensible.Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

primary trait scoring

• Refers to scoring a piece of student writing by focusing on a specific trait, for example, the ability to craft a thesis statement in a persuasive essay. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

principle of affirming identities

• Stresses the importance of validating and making visible cultural diversity. Foundations for Multilingualism in Education by Ester de Jong

principle of educational equity

• Stresses nondiscriminatory practices and the equal value of every human being. Foundations for Multilingualism in Education by Ester de Jong

principle of promoting additive bi/multilingualism

• Stresses the importance of developing multilingual repertoires. Foundations for Multilingualism in Education by Ester de Jong

principle of structuring for integration

• Focuses on equal access to meaningful participation at the classroom, program, and school level. Foundations for Multilingualism in Education by Ester de Jong

process writing

• A form of writing instruction in which students are guided through five stages: prewriting, drafting, revising, editing, and publishing. Often taught through a collaborative approach called Writer’s Workshop. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

productive talk moves

• A range of strategies that teachers use to scaffold effective classroom discussions. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

professional learning communities (PLCs)

• A term that describes a group of collaborative teams that work and learn interdependently to achieve a common goal. (Du-Four et al., 1998, 2006). As its name implies, successful PLCs are a community of learners as well as collaborators. PLCs have five attributes: supportive and shared leadership, collective creativity, shared values and visions, supportive conditions, shared practices (Hord, 1997). Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

proficiency (level/stage of)

• The ability to use language for both basic communicative tasks and academic purposes. Proficiency definitions usually include aspects pertaining to the amount of language used, the grammatical control or number of errors, and the range of vocabulary the individual is able to use. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

proficient English learners

• Former English language learners who have transitioned from language support services. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

Proposition 203

• 2000 English-only ballot initiative in Arizona, similar to Proposition 227 and Question 2. Foundations for Multilingualism in Education by Ester de Jong

• An English for the Children voter initiative passed in Arizona in 2000, placing restrictions on bilingual education. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

Proposition 227

• State legislation making English-only placement the default placement for ELLs in California (1998). Bilingual option can be pursued only through a separate waiver process. Foundations for Multilingualism in Education by Ester de Jong

• An English for the Children voter initiative passed in California in 1998, placing restrictions on bilingual education. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

pull factors

• Positive factors about a country or community that draw people to move and settle there. Foundations for Multilingualism in Education by Ester de Jong

pull-in ESL

• An ELL program model in which the English as a second language (ESL) teacher goes into the regular classroom to work with the classroom teacher and her ELLs. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

pull-out ESL

• In this ESL instructional model, English language learners are enrolled in mainstream classes, but at different points throughout the day are pulled out of those classes for specific ESL instruction. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

• Classes taught by specialist second language teachers who take students out of the standard curriculum classroom for a portion of the day. Foundations for Multilingualism in Education by Ester de Jong

• ESL programs where teachers take out a small group of emergent bilinguals for intensive English work. The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer

• A teaching arrangement whereby a specialist teacher (such as ESL or bilingual) takes small groups of students out of the mainstream classroom for short periods of time to give them specialized support (such as ESL or native language instruction). English Language Learners at School, second edition by Else Hamayan and Rebecca Field

• This ESL program model removes students from the classroom for intensive instruction in English language and academic content. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

• A format for ESL or ELD services in which the teacher pulls the child out of the classroom and works with one or more DLLs. In some cases, this support is conducted by providing activities that are unrelated to what is happening in the child’s main classroom and cannot be observed or repeated by the general education teacher. Pull-out strategies are more effective when there is ample time and support for collaboration between the ESL and classroom teacher so they can plan activities that will be relevant to the child for that class and will feed effectively into what the child would have learned by remaining in class. Compare to Consultation method and Push-in supports/instructions/methods. Young Dual Language Learners by Karen N. Nemeth

• A program model for ELLs in which students are placed in mainstream or sheltered English immersion classrooms but are regularly pulled out of class for English as a second language (ESL) lessons taught by an ESL teacher. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

push factors

• Negative factors in their home community or country that drive people to migrate push-in second language model. Monolingual model in which a specialist second language teacher works in the classroom with the standard curriculum teacher, keeping ELLs with their fluent English-speaking peers. Foundations for Multilingualism in Education by Ester de Jong

push-in ESL

• In this ESL instructional model, the English language learners are enrolled in mainstream classes, but an ESL teacher is in class with them providing support, much as inclusion special educators do. In this situation the ESL teacher and the classroom teacher usually work together to support the students and often share common planning time. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

• ESL programs where teachers work collaboratively with classroom teachers to support emergent bilinguals in the English-medium mainstream classroom. The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer

• A teaching arrangement whereby a specialist teacher (such as ESL or bilingual) comes into the mainstream classroom to give specialized support to a small number of students, or to help the mainstream teacher who has those students in her or his classroom. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

• In this program model, ESL teachers work with English learners/emerging bilinguals in the classroom in co-teaching or support roles. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

• A format for ESL or ELD services in which the ESL teacher goes into the DLL child’s regular classroom to provide services, ideally blending with and capitalizing on the curricular activities in the classroom. In this model, the child does not lose learning time leaving the classroom and returning, and the teacher can observe the types of supports provided by the ESL teacher so they can be repeated at other times. Although there are advantages to this model, it necessitates that language support services are provided in the midst of a busy classroom where the ESL and classroom teachers must find ways to collaborate. Push-in is a form of co-teaching, with widely varying levels of actual teacher-to-teacher planning and collaboration. Compare to Consultation method and Pull-out supports/instructions/methods. Young Dual Language Learners by Karen N. Nemeth

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