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 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

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

educational segregation

• Involves the clustering of students based on a criterion (race, language profi ciency) 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 identifi ed as effective schools for diverse learners. http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ 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 elite bilingualism; voluntary bilingualism). http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ 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

emerging bilingual

• 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

emergent bilingual

• 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

English as an additional language (EAL) students

• Term for students who speak languages other than English at home (term used particularly in the United Kingdom) (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
• 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

English language learner (ELL)

• 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 isare 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

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 (i.e., TESOL), consortium (e.g., WIDA), or state level. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

English-plus resolutions

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

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

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

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

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