Difference between revisions of "Caslon Language Education Wikimedia (A)"

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* Process of adjusting to and [[#assimilation|assimilating]] a new culture. A stage model of cultural adaptation suggests that the individual moves from fascination with the new culture, to awareness of differences between the primary and new cultures, to increasing participation in the new culture, to [[Caslon_Language_Education_Wikimedia_(C)#culture shock|culture shock]] (in which the clash between the two cultures becomes apparent), to emotional overload, to instrumental adaptation (the individual either retreats into [[Caslon_Language_Education_Wikimedia_(H)#home culture|home culture]], gives up the [[Caslon_Language_Education_Wikimedia_(H)#home culture|home culture]] altogether, or adopts part of the [[Caslon_Language_Education_Wikimedia_(H)#home culture|home culture]] and part of the new culture), to integrative adaptation (the individual experiences either a culture split or successful integration), to structural adaptation (the individual maintains a comfortable balance between his or her native and new cultural practices). [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
 
* Process of adjusting to and [[#assimilation|assimilating]] a new culture. A stage model of cultural adaptation suggests that the individual moves from fascination with the new culture, to awareness of differences between the primary and new cultures, to increasing participation in the new culture, to [[Caslon_Language_Education_Wikimedia_(C)#culture shock|culture shock]] (in which the clash between the two cultures becomes apparent), to emotional overload, to instrumental adaptation (the individual either retreats into [[Caslon_Language_Education_Wikimedia_(H)#home culture|home culture]], gives up the [[Caslon_Language_Education_Wikimedia_(H)#home culture|home culture]] altogether, or adopts part of the [[Caslon_Language_Education_Wikimedia_(H)#home culture|home culture]] and part of the new culture), to integrative adaptation (the individual experiences either a culture split or successful integration), to structural adaptation (the individual maintains a comfortable balance between his or her native and new cultural practices). [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
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==acculturation model==
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* Describes, interprets, explains, and predicts how the language, social, or psychological distance between a language learner’s home (e.g., Spanish, Arabic) and new language and culture (e.g., English) influences that language learner’s acquisition of the new language and culture. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
  
 
==acquisition planning==
 
==acquisition planning==
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==affective filter==
 
==affective filter==
 
* A kind of mental barrier that can block language that would be otherwise understood from reaching the part of the brain that processes language. Factors that can raise the filter and block input include fatigue, distraction, anxiety, and being in a state of culture shock (see [[Caslon_Language_Education_Wikimedia_(C)#culture shock|culture shock]]).[http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]
 
* A kind of mental barrier that can block language that would be otherwise understood from reaching the part of the brain that processes language. Factors that can raise the filter and block input include fatigue, distraction, anxiety, and being in a state of culture shock (see [[Caslon_Language_Education_Wikimedia_(C)#culture shock|culture shock]]).[http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]
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* Introduced by [https://www.casloncommunity.com/resources/216/ Krashen] (1982) to account for the influence of affective factors such as motivation, self-confidence, and anxiety on [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
  
 
* Refers to factors, such as fear, anxiety, shyness, and lack of motivation that can block [[Caslon_Language_Education_Wikimedia_(C)#comprehensible input|comprehensible input]] and thus prevent [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. Lowering the affective filter allows learners to receive more [[Caslon_Language_Education_Wikimedia_(C)#comprehensible input|comprehensible input]] and thus enables them to acquire more of the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 
* Refers to factors, such as fear, anxiety, shyness, and lack of motivation that can block [[Caslon_Language_Education_Wikimedia_(C)#comprehensible input|comprehensible input]] and thus prevent [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. Lowering the affective filter allows learners to receive more [[Caslon_Language_Education_Wikimedia_(C)#comprehensible input|comprehensible input]] and thus enables them to acquire more of the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
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==alignment==
 
==alignment==
 
*  The degree of correspondence between two entities, such as the extent of match between standards and assessment or between two assessments. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
 
*  The degree of correspondence between two entities, such as the extent of match between standards and assessment or between two assessments. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
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==alphabetic principle==
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* The understanding that there are systematic and predictable relationships between written letters and spoken sounds. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
  
 
==alternative assessment==
 
==alternative assessment==

Latest revision as of 18:52, 19 July 2019

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

academic achievement

academic content standards

academic discourse

academic fluency

academic language

  • The oral and written language used in academic texts and settings, also referred to as “formal language” or “school language.” This is the language students need to perform tasks in the content areas at grade level. It is the language students may not know but must acquire to be successful in school-based activities. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

academic language proficiency

academic language register

accommodations

acculturation

acculturation model

acquisition planning

action research

active reading strategies

adapted readers’ theater (ART)

additive bilingualism

adequate yearly progress (AYP)

advancing bilingual strand

advocacy

  • Going beyond daily teaching responsibilities to support causes and work for changes to ensure the equitable treatment of ELLs within the school, district, state, and country and to ensure that their unique linguistic, academic, and cultural needs are being fully addressed. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

advocacy-based program evaluations

affective filter

alignment

alphabetic principle

alternative assessment

ambilingual

Amendment 31

Americanization movement

analytic reading approaches

analytic scoring

  • A form of assessment that focuses on several aspects of a student’s performance, normally guided by a rubric that includes separate analytic scales. For example, a rubric to assess student writing may contain separate analytic scales for composing, style, sentence formation, usage, and mechanics. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

anchor chart(s)

anglocentricity

annual measurable achievement objectives (AMAO)

apprenticeship

appropriation

approximation

arcaísmos españoles (archaic forms of Spanish)

  • Spanish terms that can be traced back 500 years and that continue to be used today in certain areas of the Spanish-speaking world. Formerly a prestigious form of Spanish that has become less prestigious and is often associated with Spanish-speaking students from rural areas.Teaching for Biliteracy by Karen Beeman and Cheryl Urow

así se dice

Assessing Comprehension and Communication in English State-to-State (ACCESS) test

assessment

assessment frameworks

assimilation

assimilationist discourses

authentic assessment

authentic Spanish literacy instruction

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