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

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

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 non-equal 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; see authentic assessment). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

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 (World Class Instructional Design and Assessment) 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

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, and 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

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 Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

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

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

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

preview-view-review strategy

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

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

proficiency (level of, 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

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

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

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-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

pull-out second language classes

• 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

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 fl uent 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