Caslon Language Education Wikimedia (D)

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

Tradition in Spanish-speaking countries that involves accurate intonation and emotion; also an instructional strategy used to develop fluency. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

A variety of speaking, writing, or signing a language that is distinguished by differences in vocabulary, sentence structure, and pronunciation. English and other languages are composed of many different dialects, often associated with particular regions or groups of speakers. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

Place for free writing. Students choose the topic and language and the teacher responds to the content, not the mechanics, often using a standard formula: comment, connection, question. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Instructional strategy in which the teacher dictates words, sentences, or paragraphs that are familiar to the students, and the students write what the teacher is saying. The dictado is holistic; it teaches and develops spelling, punctuation, and syntax and grammar (and other word-study skills) in a way that is meaningful and comprehensive. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

The relatively stable distribution of two languages or varieties of the same language within a particular community for different purposes or functions. Foundations for Multilingualism in Education by Ester de Jong

Patterns of language use (both oral and written) common to specific contexts in which a language is used. For example, the discourse pattern in a conversation among scientists differs from the discourse pattern in a negotiation for the purchase of a used car. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Occurs when the percentage of students assigned to a particular program is signifi cantly higher or lower than the percentage of their enrollment in the school system. Foundations for Multilingualism in Education by Ester de Jong

Additive bilingual program using two languages for literacy and content instruction that aims for true biliteracy, bilingualism, and biculturalism for all students in the program. Students may include language-minority students (English language learners and two-language learners) and language-majority students, or language-language-minority students only. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
An instructional program with the goals of educating all children (both language minority and language majority) to become biliterate and culturally sensitive individuals. In this model there is always instruction in both languages for all children. When successful, all students leave these programs fully functional in two languages, including becoming biliterate (see two-way immersion program; see biliteracy). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
An additive bilingual education model that consistently uses two languages for instruction and communication. It has a balanced number of students for two language groups who are integrated for instruction for at least half of the school day. The goals of dual language programs are bilingualism, biliteracy, and biculturalism. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla