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

data-driven decision making

• The use of any form of evidence or information (i.e., data) for any type of decision making (e.g., on the classroom, program, school, program, district, community, state, Federal levels for summative and/or formative purposes). Our broad use of this term stands in contrast to a narrow notion of data-driven decision making using the results of standardized test results in English for all types of education decision making. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

data-driven instruction

• A process of systematically collecting and analyzing various types of data—such as test results, student work, attendance and other behavioral data, observations of instruction, course enrollment patterns—to guide practice. From 7.2 (Marsh) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

declamación de poesía (poetry recitation)

• 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

descriptive analysis

• The first stage of analysis in the continuum of services framework. During this stage, the ECOS team collects information on the specific challenges exhibited by the English language learner to determine what behaviors and tasks are problems in the classroom. This step of the descriptive analysis yields an inventory of specific observable behaviors (ISOB). At the same time, information is collected about characteristics of the student’s home and school life. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

developmental bilingual education (DBE)

• A form of language education with the goals of building bilingual proficiencies and grade level achievment for students while they gain cross-cultural competence. Foreign language immersion and dual language programs are examples of developmental bilingual programs. Assessment and Accountability in Language Education Programs by [Margo Gottlieb and Diep Nguyen

• A type of bilingual education that targets English language learners and/or heritage language speakers and aims for high levels of proficiency in English and in the students’ home language and strong academic development. Students generally participate in these programs for at least five to six years, receiving content-area instruction in English and in their home language. Developmental bilingual programs are also sometimes referred to as one-way developmental bilingual programs, maintenance bilingual programs, or late-exit bilingual programs. This guide considers one-way developmental bilingual programs to be a type of dual language education because they share the goals of additive bilingualism with other types of dual language programs. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

• A type of bilingual education that targets ELLs and aims for high levels of proficiency in English and in the students’ home language, along with strong academic development. Students generally participate in these programs for at least five to six years, receiving content-area instruction in English and in their home language. Developmental bilingual programs are also sometimes referred to as one-way developmental bilingual programs, maintenance bilingual programs, or late-exit bilingual programs. Young Dual Language Learners by Karen N. Nemeth

• Form of bilingual education for ELLs, who initially receive about 90 percent of content-area instruction in their home language and 10 percent of content-area instruction through sheltered instruction. Home language instruction decreases slowly as sheltered English instruction increases as students move up in grade level. Instruction continues in both languages until the end of the program, even after students attain proficiency in English, to ensure that students attain strong bilingual and biliteracy skills. Also referred to as maintenance late-exit bilingual programs. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

• Also referred to as one-way developmental bilingual education.

Developmental Reading Assessment 2+ (DRA2+) test

• An individually administered measure of a student’s reading level, accuracy, fluency, and comprehension. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

developmentally appropriate practice

• A term used informally to refer to educational practices that are appropriate for the developmental, cognitive, and/or language proficiency levels of the student. In early childhood education, this term has a more formalized meaning that includes a child-centered approach to learning rather than a teacher-led approach, as described in publications by the National Association for the Education of Young Children. Young Dual Language Learners by Karen N. Nemeth

dialect

• 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

dialogue

• An oracy component meant to ensure meaningful student participation in literacy-related discussions. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

dialogue journal

• 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

dictado/dictation

• 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

• An approach designed by Literacy Squared that consists of weekly dictation and language analyses to strengthen spelling, grammar, syntax, and semantics in Spanish or English and foster cross-language connections. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

differentiated instruction

• Instruction that is tailored to the unique language and academic needs of each student. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

differentiation

• The process whereby a teacher changes the material that is being taught (content), the way the content is taught (delivery), and/or the means of assessing what has been learned (product) to better meet the students’ needs. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

diglossia

• 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

disciplinary language

• Characterized by both vocabulary (e.g., photosynthesis, branches of government, and dodecahedron in biology, civics, and math, respectively) and certain other language features (particular discourse structures, argument forms, and specific uses for common words). Much disciplinary language is simultaneously academic; however, they are distinct terms. From 2.9 (Snow) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• The language used by “real” historians, mathematicians, scientists, or professionals in their disciplines. From 2.9 (Lee and Llosa) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

discourse/Discourse

• 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

• As defined and distinguished by Gee (2012), discourse (with a lowercase d) refers to language in use or connected stretches of language that make sense, such as conversations, stories, reports, arguments and essays. Discourse (with a capital D) is made up of distinctive ways of speaking/listening, and also often writing/reading, coupled with distinctive ways of acting, interacting, valuing, feeling, dressing, thinking, and believing with other people and with various objects, tools, and technologies to enact specific socially recognizable identities engaged in specific socially recognizable activities. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

discrepancy model

• A statistical approach to diagnosis that defines a learning disability as a specific discrepancy between intellectual ability (as measured by intelligence tests) and achievement (as determined by a norm-referenced test). This traditional model stands in contrast to the response to intervention (RtI) model, also known as the dual discrepancy model, as well as the continuum of services framework. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

disproportionality

• 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

dominant language

• In some programs, contexts, or locations, a term that refers to the language in which the student has the greatest proficiency and fluency. In other contexts, educators may use the term to describe the majority language of an area. It is important to be clear about the meaning when this term is used. See also primary language. Young Dual Language Learners by Karen N. Nemeth

• The language in which students are most fully proficient. From 1.6 (Brisk and Proctor) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• The belief that all students are stronger/more proficient in one language than another. It is one of the main premises of traditional bilingual and dual language programs. While it might apply to sequential bilinguals it is not applicable to simultaneous bilinguals. From 1.10 (Beeman and Urow) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

doublets

• Words that bilinguals know in both languages. Foundations for Multilingualism in Education by Ester de Jong

dual discrepancy model

• A description of the process that determines if a child responds to scientific, research-based intervention; an example is the response to intervention model. This alternative model stands in contrast to the traditional discrepancy model. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

dual language

• A model of bilingual education that aims for (1) bilingualism, (2) biliteracy, (3) strong academic development, and (4) positive cultural understanding and intercultural communicative competence. Students generally participate in dual language programs for at least five to six years. They receive content-area instruction in two languages; at least 50 percent and up to 90 percent of that content-area instruction is through the minority language (language other than English in the United States). Under the broad definition of dual language programs used in this guide, we find three types: one-way developmental bilingual education, two-way immersion, and second/foreign language immersion that differ in terms of their target populations. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

dual language learners

• Students who are learning and processing two or more languages and their associated cultures. From 2.13 (Martinez-Hart) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

dual-language bilingual education (DLBE)

• A type of bilingual education where the objective is for students to become bilingual and biliterate and achieve academically through two languages. The Translanguaging Classroom by [Ofelia García, Susana Ibarra Johnson, and Kate Seltzer

dual language books

• Books printed in two languages in which one language appears above the other or the two languages are written side by side on one page or on opposite pages. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

dual language education

• A form of developmental bilingual education that serves English language learners from a common language background, alongside proficient English speakers, with the goals of full development in L1 and L2 oral language proficiency, literacy, and grade-level achievement for both groups of students while gaining cross-cultural competence. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

• A model or type of bilingual education that targets English language learners and English speakers who learn together through two languages in integrated classes for at least five years. The goals are bilingualism, biliteracy, academic achievement through two languages, and cross-cultural competence. These programs are also referred to as two-way immersion programs. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

dual language learner (DLL)

• Any child from birth through age 8 who has a home language other than English, regardless of what type of program he or she may be in. Whether they have been learning in two languages from birth or began life with one language and came to a new community or school where they begin to learn a new language, children in the early years are still in the process of learning about language and continue to need support in both their home language and English. Young Dual Language Learners by Karen N. Nemeth

dual language program(s)

• 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 minority students only. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

• An instructional program with the goal 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

• A program that teaches students literacy and content in two languages. One half of the students speak one language and one half of the students speak the second language; in this way the students learn from one another. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

• Schools or classrooms that are specifically established to provide education in two languages to support bilingualism and biliteracy. One-way dual language immersion provides instruction in the two languages for children who enter the program speaking only one of the languages being taught. Two-way dual language immersion programs enroll children who speak either one or both of the languages being taught so they can all learn their own and one another’s languages. The goal of this type of program is to achieve desired academic outcomes and encourage cross-cultural communicative competence. Young Dual Language Learners by Karen N. Nemeth

• A variety of bilingual program models for ELL and English proficient students designed to help them become bilingual and biliterate. In a 50/50 model, half of the students are fluent English speakers and half are ELLs, and 50 percent of instruction is in English and 50 percent in the home language of the ELLs. In the 90/10 model, for the first few years, 90 percent of instruction is in the non-English language and 10 percent is in English. Instruction gradually reaches 50 percent in each language. Other variations exist. Also called two-way immersion. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

dynamic bilingualism

• In opposition to additive bilingualism, dynamic bilingualism posits that the linguistic features of what are considered two languages are entwined and adapt to the communicative circumstance at hand. The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer

dynamic translanguaging progressions

• A flexible construct that teachers can use to look holistically at the bilingual performances of their students. Teachers can also place their bilingual students’ performances as more or less experienced along those progressions. Teachers’ evaluations of students’ bilingual performances are always grounded in the communicative circumstance at hand, and always distinguish between general linguistic and specific linguistic performances. The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer

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