Caslon Language Education Wikimedia (E)

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

early-exit transitional bilingual education program

• A subtractive transitional bilingual education model that provides native language instruction for one to three years while students acquire sufficient English language proficiency to function in classrooms where English is the sole instructional medium. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

• Refers to transitional bilingual education programs where students are transferred to monolingual instruction as soon as they are deemed fluent in English. The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer

• A form of transitional bilingual education that serves English language learners from a common language background with the goals of full development in L2 (English), at the sacrifice of their L1, with expectations for grade-level achievement and assimilation into L2. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

early intervention services

• Phrase used in the 2004 reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA) that refers to addressing the needs of students and determining the need and eligibility for services on the basis of prereferral interventions. This service model stands in contrast to discrepancy models used to place students into special education. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

echo reading

• The teacher reads a short segment of text fluently and the students reread it using expression and intonation. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

Education for All Handicapped Children Act, 1975 (P.L. 94-142)

• The law had four purposes: “(1) to assure that all children with disabilities have available to them. . . . a free appropriate public education that emphasizes special education and related services designed to meet their unique needs; (2) to assure that the rights of children with disabilities and their parents. . . . are protected; (3) to assist states and localities to provide for the education of all children with disabilities; and (4) to assess and assure the effectiveness of efforts to educate all children with disabilities.”

educational segregation

• Involves the clustering of students based on a criterion (race, language proficiency) at the program or school level. Foundations for Multilingualism in Education by Ester de Jong

effective school studies

• Studies that try to identify the common features that characterize schools identified as effective for diverse learners. Foundations for Multilingualism in Education by Ester de Jong

elective bilingualism

• Acquisition context in which becoming bilingual is a choice rather than a necessity (also voluntary bilingualism). Foundations for Multilingualism in Education by Ester de Jong

Elementary and Secondary Education Act (ESEA)

• Federal law passed in 1965 to regulate funds to states and districts for elementary and secondary schools. Foundations for Multilingualism in Education by Ester de Jong

• The main body of federal education policy and law and source for education funding to state and local education agencies. Passed in 1965 and binding on all states and entities that accept federal education funding. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

ELL program

• Tradtionally this term has been used to refer narrowly to specially designed English as a second language programs, as well as bilingual education programs. In this book, we use the terms “ELL program” or “program for ELLs” more broadly to refer to all aspects of the educational programming for ELLs at school, including the time ELLs spend in general education classes. This broader use of the term "ELL program" reflects an assumption of shared responsibility for ELL education among all educators who have ELLs in their classes and schools, not only the ESL and bilingual education specialists. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

emergent bilingual(s)(EB(s))

• Student who speaks a language other than English at home and has been identified as becoming English proficient. In some contexts, this term is used in preference to English language learner. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

• Refers to those students whose bilingualism is emerging. In this book it is used to refer mostly to students who are developing English, but can also be used to refer to students developing the language other than English. The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer

• Students who are becoming proficient in a second or additional language. All English language learners are emergent bilinguals, regardless of whether they are in a bilingual education or English-medium program. The term “emergent bilingual” makes visible all of the languages in the learners’ linguistic repertoire, highlighting the developmental nature of and potential for additive bilingualism. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

• A term used by some states and programs to indicate young students who are becoming proficient in a second or additional language. It may be used instead of English learner. Young Dual Language Learners by Karen N. Nemeth

• English learners (ELs) and users of English creoles whose home languages (e.g., Hawaiian, Japanese, Marshallese, Chuukese, Cantonese, and Mandarin) are as varied as their cultural experiences (islanders, rural, and urban) and social classes. Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators by Eva Ponte, Christina Higgins

• An alternative label for ELLs that draws attention to the other language or languages in the learners’ linguistic repertoires, situates these learners in a continuum of bilingual development, and emphasizes that a fundamental goal of programs for these learners should be to help them attain high levels of proficiency in both their home language and English. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

• The editors preferred term, instead of English language learner (ELL), to recognize students’ bilingualism, and because the result of learning English at school is usually bilingualism (or even multilingualism) rather than English monolingualism. Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• The preferred term for students who are acquiring English because it views them through a lens of promise, rather than deficiency, and names bilingualism as an important goal—but which falls short of promoting biliteracy. A more powerful label would be emergent biliterate cross-cultural students. From 1.9 (García) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• A large and heterogeneous group of students who engage in translanguaging on a daily basis as they negotiate meaning in the many cultural contexts that they navigate. From 1.10 (Flores) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• Students whose linguistic capacities are integrated and who use all their linguistic resources when interacting with text and the world. From 2.2 (Hopewell and Escamilla) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• Students who will become multicompetent in more than one language. From 2.14 (Larsen-Freeman) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• Learners who come into schools with home language resources that should be nurtured and developed alongside their additional language. From 4.11 (Butvilofsky, Hopewell, and Escamilla) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• A term used interchangeably with English language learner, with the understanding that emergent bilingual is an empowering label while English language learner may be viewed as a deficit label—but is still widely used. From 7.4 (Solórzano) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

emergent biliterate cross-cultural students

• A powerful label that identifies the value of academic and literacy development in two languages (with the goal of developing fully literate students) and acknowledges the complexity of making sense of ideas and perspectives across cultures. From 1.9 (García) in https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

emerging bilingual(s)

• Emerging bilinguals are defined as children (ages 3 and above) who speak a native language other than English and who are in the dynamic process of developing bilingual and biliterate competencies (in this case in English and Spanish), with the support of their communities (e.g., parents, school, neighbors). This term is used interchangably with the term emergent bilinguals. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

emerging bilingual strand

• A recommended strand of the Literacy Club that is composed of students who struggle with literacy development and who lack well-developed oral communication skills in Spanish. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

English as an additional language (EAL) strand

• A recommended strand of the Literacy Club that is English-medium based. Students complete reading and writing assessments in English and teachers use student performance data in English to guide instruction and monitor progress. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

English as an additional language (EAL) students

• Term (used particularly in the United Kingdom) for students who speak languages other than English at home (see also emergent bilinguals, bilingual learners, limited English proficient). Foundations for Multilingualism in Education by Ester de Jong

English as a second language (ESL)

• A program for English language learners in which English is the medium and goal of instruction. Students are generally placed in classes with students of the same level of academic English proficiency (beginner, intermediate, and advanced) and are given specially tailored instruction that moves them toward full proficiency in English in the areas of reading, writing, speaking, and listening (also referred to as ENL (English as a new language) and ELD (English language development)). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

• Programs of instruction for emergent bilinguals where only English is used. The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer

• A form of language education that serves English language learners from multiple language backgrounds with the goal of full development in L2 (English). Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

• Developmentally appropriate English language instruction tailored to English language learners’ level of English proficiency; also known as English language development (ELD). While English language learners receive ESL/ELD instruction, they also receive content instruction from other sources (e.g., a bilingual program, mainstream classes). There are different types of ESL classes, including pull-out, push-in, or self-contained. Sheltered instruction programs are another type of English-only program associated with the term ESL. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

• Referring to programs or classes that target students identified as English language learners, with the goal of promoting the language development and social integration of these students. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

• Refers to a rigorous program for teaching emerging bilinguals to understand, speak, read, and write in English through links to content and language standards. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

• A type of English language development program that provides specialized instruction in English to students who are identified as limited English proficient (LEP). ESL instruction is provided by teachers who have certification or endorsement in ESL and should be adapted to meet the language proficiency needs of each student. ESL programs are provided as an alternative to bilingual education programs or when a district does not have sufficient numbers of students who speak the same language or teachers with the needed languages to offer bilingual education. Young Dual Language Learners by Karen N. Nemeth

• When we use the term ESL, we are describing English as a second language (ESL) as the comprehensible English instruction in which learning academic language is the goal. In some cases we use the term content-based ESL to emphasize that ESL instruction is not taught through a traditional approach in which conversational English is taught through grammar structures and discrete language skills. In comprehensible ESL instruction, the big ideas and requisite terminology of a particular content topic is the focus of the language instruction that is designed to reach English language development standards. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

• An academic subject, course, or program designed to teach English to students who are not yet proficient in the language. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

English for the Children initiatives

• Referendums put to voters in four states with large ELLs populations that would place severe restrictions on bilingual education programs. In 1998 California voters approved Proposition 227, in 2000 Arizona voters approved Proposition 203, and in 2002 Massachusetts voters approved Question 2. An attempt to pass a similar initiative in Colorado (Amendment 31) failed. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

English language development (ELD)

• The process of learning to understand and use the English language, regardless of policies, standards, or programs. Young Dual Language Learners by Karen N. Nemeth

• An alternative label for English as a second language (ESL) programs and instruction, commonly used at the elementary school level. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

English language development programs

• Services included in ELD policies that may be in the form of ESL, bilingual education, sheltered English, or other adaptations and supports. Young Dual Language Learners by Karen N. Nemeth

English language development standards

• Standards used by most states to address the development of English language skills. Some states may use the ELD standards created by the World-Class Instructional Design and Assessment (WIDA) organization. Young Dual Language Learners by Karen N. Nemeth

English language learner(s) (ELLs)

• Student who speaks a language other than English at home and has been identified as becoming English proficient. In some contexts, this term is being replaced by emergent bilingual. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

• A student who speaks a language other than English and who is still in the process of acquiring English. Foundations for Multilingualism in Education by Ester de Jong

• The term used to describe students who are acquiring English as a second language. ELL is a more developmental and positive term that is replacing the traditional and more commonly used deficit-oriented term limited English proficient (LEP). Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

• Students from linguistically and culturally diverse backgrounds who qualify for language support services to reach parity with their proficient English peers. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

• A student who is in the process of learning English as a second/additional language. In the United States, this term is an official designation for a bilingual learner who is identified by English language proficiency tests as in need of further English language proficiency development; this term is increasingly replacing the term “limited English proficient.” All ELLs are emergent bilinguals or bilingual learners. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

• Language minority students in the United States who are learning English. Also referred to as English learners (ELs) and bilingual learners. Previously referred to as limited English proficient (LEP). Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

• A student who speaks a non-English language and is enrolled in a U.S. school. This term is generally interchangeable with English learner (EL), and one or the other is prevalent in different states or districts. They are often used in educational programs and policies to identify students who are determined to be “limited English proficient” and in need of ELD services. Recently, this term has been replaced by “dual language learner” for children aged 8 and under by many national organizations and local programs. Young Dual Language Learners by Karen N. Nemeth

• The general term used to describe linguistically and culturally diverse students who have been identified as having levels of English language proficiency that preclude them from accessing, processing, and acquiring unmodified grade-level content instruction in English ([Gottlieb et al., 2007). In many states, the term English learners (ELs) is used in place of ELLs. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

• A label for students who are non-native speakers of English and are in the process of attaining proficiency in English. Sometimes shortened to English learner (EL). Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

• The descriptive label commonly used in U.S. schools and policy for students acquiring English. The editors prefer the term emergent bilingual. Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• Students with unique educational needs related to fostering their academic uses of English while they learn in English. Just because a student speaks another language does not automatically make him or her either a potential or actual ELL; frequency of English exposure/use and the level of English proficiency, respectively, determine this. From 1.7 (Linquanti and Cook) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• A term for U.S. students developing English that labels them from a deficit perspective. From 1.9 (García) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• A label that categorizes students as developing in one language. It is growth focused and characterizes the students as learners of one language. This label has an English language development priority and is not invested in growing literacies in students’ home languages. From 1.9 (Santos) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• An official category for students acquiring English that glosses over the tremendous diversity within this large and heterogeneous group. From 1.10 (Flores) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• Students who aspire to be competent multilingual speakers who can adapt English to the language repertoires they bring with them and use it for their purposes in contexts of linguacultural diversity. From 2.5 (Canagarajah) in CCommon Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• A term used interchangeably with emergent bilingual, with the understanding that emergent bilingual is an empowering label while English language learner may be viewed as a deficit label—but is still widely used. From 7.4 (Solórzano) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

English Language Proficiency Assessment for the 21st Century (ELPA21)

• A consortium of states committed to supporting educators, member states, and members of the public as they adopt and implement the English Language Proficiency Standards and college- and career-ready standards. The consortium is developing an assessment system based on the English Language Proficiency Standards that will inform instruction so that all English language learners (ELLs) leave high school prepared for college and career success. www.elpa21.org

English language proficiency standards

• Descriptions of the social and academic language necessary for English language learners to succeed in school as agreed upon at the national (e.g., TESOL), consortium (e.g., WIDA), or state level. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

English learner(s) (ELs)

• ELs speak one or more languages and are in the process of learning English. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

English-medium program

• A program for English language learners that uses English as the exclusive language for instructional purposes (contrast bilingual education program). English-medium programs, however, can and should offer primary language support to ELLs as appropriate. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

English-plus resolutions

• State resolutions affirming the value of competence in English and another language. Foundations for Multilingualism in Education by Ester de Jong

Ensuring a Continuum of Services (ECOS) Team

• A team of four or five individuals with expertise in ESL/bilingual education, general education, and special education. This team collaborates in information gathering, interpreting information, suggesting interventions (a continuum of services), and monitoring the progress of the English language learners experiencing challenges at school. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

Equal Educational Opportunities Act of 1974 (EEOA)

• A federal law that declares, “No state shall deny educational opportunities to an individual on account of his or her race, color, sex, or national origin.” Includes the mandate that educational agencies take appropriate actions to help ELL students overcome language barriers that impede equal participation of students in education programs. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

equilingual

• Bilingual individuals with different skills in each language. Foundations for Multilingualism in Education by Ester de Jong

ESEA Flexibility

• An initiative of the Obama administration to grant relief from certain federal mandates under the No Child Left Behind Act, such as the adequate yearly progress requirements and accountability provisions of Title I, in exchange for state-negotiated accountability programs aligned with the administration’s criteria, including the creation or adoption of new college and career readiness standards and assessments. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

ethnolinguistic vitality

• Indicator of the chances for language maintenance and minority language use within a community based on status, demographic factors, and institutional support.Foundations for Multilingualism in Education by Ester de Jong

European school model

• Additive multilingual education programs designed primarily for children of foreign nationals. Foundations for Multilingualism in Education by Ester de Jong

Europe’s Framework Strategy for Multilingualism

• Policy formulated by the European Union that aims for multilingual competence for its members (native language, English, and one other language). Foundations for Multilingualism in Education by Ester de Jong

Evaluación del desarrollo de la lectura 2 (EDL2) test

• A measure that assesses reading accuracy, fluency, and comprehension in Spanish. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

evaluation

• The systematic planning, collecting, analyzing, and reporting of data from a variety of sources to determine the effectiveness of educational programs. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

• The use of assessment data to make judgments about the progress of students’ learning, the effectiveness of teacher instruction, or the quality of educational programs. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

evaluation frameworks

• Ways of conceptualizing how to gather, display, and use data for judging the effectiveness of educational programs. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

executive functions

• Adaptive aspects of brain function that allow a person to (for example) maintain focus despite distractions or to control shifts in attention. Executive functions are key to school success, and research has shown that they are often more highly developed in bilingual people. Young Dual Language Learners by Karen N. Nemeth

expanded circle

• The outermost of the three concentric circles conceived by Braj Kachru] (1985) to describe the level of English use within a country; in the expanded circle English is primarily a foreign language for its inhabitants. Foundations for Multilingualism in Education by Ester de Jong

experienced bilinguals

• Refers to those students who can use two or more languages with relative ease, although their performances vary according to task, modality, and language. The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer

explanatory analysis

• The second stage of analysis in the continuum of services framework. In this stage the evaluator seeks to determine explanations for the challenges during the descriptive analysis. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

external accountability

• The imposition of data collection, such as the use of a statewide test, from outside a classroom or district, used to make educational decisions. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

extrinsic

• Causal variables or factors located outside of the child. Generally accounted for, for example, by one of the seven integral factors influencing English language learners at school (learning environment, personal and family factors, physical and psychological, previous schooling, oral language and literacy development, academic achievement, cross-cultural factors). Extrinsic factors are to be contrasted with intrinsic factors. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

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