Caslon Language Education Wikimedia (L)

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

L1

• A person’s first, native, or home language. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

L2

• A person’s second or acquired language (generally English, for English language learners). Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

language allocation

• Percentage of the instructional day spent in each language in a bilingual or dual-language program. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

language-as-problem orientation

• View of language diversity as the cause of social problems or underachievement of minority language speakers. Foundations for Multilingualism in Education by Ester de Jong

language-as-resource orientation

• Approach to language policy that views linguistic diversity as a source of expertise that contributes to political, economic, and cultural goals. Foundations for Multilingualism in Education by Ester de Jong

language-as-right orientation

• Language policy orientation that stresses the right not to be discriminated against because of language and the right to use and develop one’s native language. Foundations for Multilingualism in Education by Ester de Jong

language attrition

• Loss of specific language skills of an individual speaker. Foundations for Multilingualism in Education by Ester de Jong

language brokering

• The practice of children translating for his or her parents or other adults in the community to help them gain access to services or information. Foundations for Multilingualism in Education by Ester de Jong

language compartmentalization

• Strategy that stresses that the two languages of instruction be kept separate by the teacher in a bilingual teaching context. Foundations for Multilingualism in Education by Ester de Jong

language domains

( Spheres of activity defined by specific times, settings, and role relationships. Foundations for Multilingualism in Education by Ester de Jong

language dominance

• The language in which a bilingual child is assessed as most proficient; used for program placement and special education referral testing. Foundations for Multilingualism in Education by Ester de Jong

language experience approach (LEA)

• A method of writing instruction in which the teacher puts students’ oral language into print, enabling students to create a comprehensible text in their own words directly related to a shared experience. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

language ideology

• Commonsense notions about language, language acquisition, and language use. Foundations for Multilingualism in Education by Ester de Jong

language loss

• A condition in which a person who originally spoke one language (e.g., Navajo) no longer retains any functional proficiency in that language because it was replaced with another language. Language loss can also occur on the community level. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

language majority

• Speaker of the language used by the majority of the people in the country (e.g., English speaker in the United States). Teaching for Biliteracy by Karen Beeman and Cheryl Urow

language minority

• Speaker of a language other than the one used by the majority of the people in the country (e.g., Spanish speaker in the United States); also referred to as an English language learner or a two-language learner. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
• A term applied to students who come from a minority group and speak a language other than English, including those whose first language is not English or those who speak a variety of English, as used in a foreign country or U.S. possession, that is so distinct that ELL instruction is necessary (e.g. Liberian English). These students may or may not be proficient in English.Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

language policy

• Formal and informal decisions about language use; includes laws, regulations, and statutes, as well as practices. Foundations for Multilingualism in Education by Ester de Jong

language proficiency

• The ability to use language accurately and appropriately in its oral and written forms in a variety of settings. Proficiency varies as a function of the context, purpose, and content of communication (see BICS and CALP). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
• A person’s overall competence in processing and using language across the language domains of listening, speaking, reading, and writing. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

language revitalization

• Efforts at increasing the number of (fl uent) speakers of an endangered language. Foundations for Multilingualism in Education by Ester de Jong

language shift

• Increased use of the dominant language over the use of a minority language. Foundations for Multilingualism in Education by Ester de Jong

language-specific approximation

• This occurs when children encode text in nonstandard but rule-governed ways that are appropriate to each of the languages. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

language status equalization

• Efforts to make the status of and access to the minority language more like that of the majority language. Foundations for Multilingualism in Education by Ester de Jong

language structures

• An oracy component intended to expand the grammatical complexity of students’ speech. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

language transfer

• Bi-directional process of using knowledge about one language for learning another language. Foundations for Multilingualism in Education by Ester de Jong

large-scale assessment

• The use of standard conditions across multiple classrooms (e.g., grade levels, programs, schools, districts) in the collection, analysis, and reporting of student data. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

late-exit transitional bilingual program

• A program that uses a child’s native language as a medium of instruction for all or part of a school day while the child is learning English. As the child acquires English, less of the native language is used for instruction and, eventually (usually after grade 5), English becomes the dominant or only medium of instruction. Both early- and late-exit programs are considered to be subtractive education models because their goal is English acquisition rather than biliteracy. Late exit programs offer bilingual instruction for five to six years. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

Lau Remedies

• Guidelines developed by the Offi ce of Civil Rights to implement the 1974 Lau v. Nichols Supreme Court decision; retracted in the 1980s. Foundations for Multilingualism in Education by Ester de Jong

Lau v. Nichols

• 1974 Supreme Court case involving 1,700 Chinese students in San Francisco; the Court ruled that without accommodations there cannot be equal access for students who do not speak English, even if they are given the same resources as English speakers. Foundations for Multilingualism in Education by Ester de Jong

letras tramposas (tricky letters)

• Letters in Spanish that produce the same sound (e.g., b/v; c/s/z; c/qu/; j/g; ll/y). They are described as “tricky” because the phonology of Spanish is otherwise regular and transparent. They are often the focus of a word wall in Spanish. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

level(s) of language proficiency

• A description of the developmental progression of second language acquisition that has been arbitrarily divided along a continuum. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

limited English proficient (LEP) students

• Term for students who speak a language other than English and who have limited ability in listening, speaking, reading, or writing ability in English (also emergent bilinguals, bilingual learners, English as an Additional Language speakers). Foundations for Multilingualism in Education by Ester de Jong
• A deficit-oriented term used to describe students who are acquiring English as a second language. It is being replaced by the more positive term, emerging/emergent bilingual. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

limited formal schooling (LFS)

• The condition of students who enter U.S. schools with little or no schooling in their native language. These students must develop literacy for the first time and acquire the academic content knowledge and skills they have missed. A newcomer program is one that is designed for students who lack prior schooling and must learn to read and write for the first time. These programs generally try to accelerate learning as much as possible to make up for lost time and often do so by extended schooling options (extended day, year) (see newcomer program). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

linear discourse pattern

• A communication style often associated with English that involves the use of a minimal number of words to get to the point directly. Contrasts with circular discourse pattern. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

lingua franca

• Language used among speakers who do not share a native language. Foundations for Multilingualism in Education by Ester de Jong

linguistic bias

• Occurs when test items use unnecessarily difficult and familiar words in the item or responses. Foundations for Multilingualism in Education by Ester de Jong

linguistic borrowing

• A characteristic of Spanish in the United States; the use of English words that retain the English meaning (e.g., “lonche”–lunch; “bills”–bills; “puchar”–push). Teaching for Biliteracy by Karen Beeman and Cheryl Urow

linguistic creativity

• Term used in this book to describe the ways students use Spanish and English together. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

linguistic ecology

• Study of language within the context of linguistic and cultural diversity and biodiversity. Foundations for Multilingualism in Education by Ester de Jong

linguistic equity

• See also language status equalization. Foundations for Multilingualism in Education by Ester de Jong

linguistic human rights movement

• Views the use of the native language (including through formal schooling) as a human right; engages in efforts to recognize the right to use native languages in public domains (such as schools). Foundations for Multilingualism in Education by Ester de Jong

linguistic imperialism

• Term developed by Robert Phillipson to describe the processes by which the English language is used to maintain inequalities among different groups in society. Foundations for Multilingualism in Education by Ester de Jong

linguistic instrumentalism

• Motivation to learn, use, or develop a language for economic or political ends (contrast: symbolic reasons). Foundations for Multilingualism in Education by Ester de Jong

literacy

• The ability to use listening, speaking, reading, and writing in a variety of contexts and for a variety of purposes to interact with and understand the world. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

literacy-based ELD instruction

• A Literacy Squared text-based innovation that is especially designed to promote English literacy development in Spanish-English emerging bilingual students. Instruction builds on and refines the literacy skills and strategies as well as the conceptual knowledge that students are developing in Spanish and does not reteach them. Instead, it teaches children how skills and knowledge can be applied to reading, writing, speaking, and listening in English. Literacy-based ELD instruction further develops students’ awareness of the similarities and differences between English and Spanish literacy skills. Equal amounts of instructional time are devoted to oracy, reading, and writing that are specific to English and to metalanguage to help children make 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

Literacy Squared writing rubric

• A rubric designed for the analysis of biliterate writing for the purposes of informing and measuring growth. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

literal translations

• Verbatim phrases that have been converted from 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