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

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(acculturation)
(additive bilingualism)
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* Bilingual acquisition context in which learning a second language does not imply the replacement of the first language but is added onto first language repertoires. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
 
* Bilingual acquisition context in which learning a second language does not imply the replacement of the first language but is added onto first language repertoires. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
 
*The process by which or context in which a second (or third or fourth) language is added without the loss of proficiency in the first language (contrast  [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive bilingualism]]). Our use of this term assumes a dynamic, developmental, recursive notion of bilingualism.[http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan] and [http://caslonpublishing.com/about/staff/ Rebecca Field]
 
*The process by which or context in which a second (or third or fourth) language is added without the loss of proficiency in the first language (contrast  [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive bilingualism]]). Our use of this term assumes a dynamic, developmental, recursive notion of bilingualism.[http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan] and [http://caslonpublishing.com/about/staff/ Rebecca Field]
* The process describing the acquisition of a second language by an individual or group without loss or displacement of the first language. Additive bilingualism stands in contrast to  [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive bilingualism]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan], [http://www.thecenterweb.org/irc/pages/f_staff2.html Barbara Marler], [http://www.thecenterweb.org/irc/pages/f_staff2.html Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
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* The process describing the acquisition of a second language by an individual or group without loss or displacement of the first language. Additive bilingualism stands in contrast to  [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive bilingualism]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/about/authors/?page=3 Else Hamayan], [http://www.paridad.us/#!barbara-marler/cghd Barbara Marler], [http://www.paridad.us/#!christina-lopez/c1eap Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
 
* The process by which, or context in which, a second or additional language is learned while maintaining the first language. It is sometimes contrasted with  [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive bilingualism]], wherein a student loses some of the first language while learning the second language. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]
 
* The process by which, or context in which, a second or additional language is learned while maintaining the first language. It is sometimes contrasted with  [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive bilingualism]], wherein a student loses some of the first language while learning the second language. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]
 
* the situation in which the acquisition of a second language is added to an individual or group’s linguistic skills without the loss or displacement of the first language (Freeman, 2004). Educators who believe that additive bilingualism is a valuable resource develop language education programs that plan ways to use the [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELL's]] primary language as a valuable resource for learning. In addition, they strive to maintain and improve the primary language of the [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]] while they are learning English. (See contrasting definition of  [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive bilingualism]].) [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ (Gottlieb et al., 2007)]. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [http://www.thecenterweb.org/irc/pages/f_staff2.html Tamara King]
 
* the situation in which the acquisition of a second language is added to an individual or group’s linguistic skills without the loss or displacement of the first language (Freeman, 2004). Educators who believe that additive bilingualism is a valuable resource develop language education programs that plan ways to use the [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELL's]] primary language as a valuable resource for learning. In addition, they strive to maintain and improve the primary language of the [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]] while they are learning English. (See contrasting definition of  [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive bilingualism]].) [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ (Gottlieb et al., 2007)]. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ Implementing Effective Instruction for English Language Learners] by [https://www.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [http://www.thecenterweb.org/irc/pages/f_staff2.html Tamara King]

Revision as of 20:30, 11 December 2015

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 fluency

academic language

academic language proficiency

accommodations

  • In testing ELLs, refers to modifications in the testing environment or testing procedures, or modifications to the test instrument itself, that are intended to make up for a student’s lack of proficiency in the language of the test (e.g., providing extra time, oral interpretation of test directions or items, native-language versions of the test). Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

acculturation

  • The process in which a person comes in contact with a culture other than his or her own and through this interaction successfully adapts to life in the new culture. The person adopts the values, norms, and practices of the new culture as appropriate, but without denying or rejecting one’s own culture or giving up one’s primary cultural identity (see assimilation). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
  • Process of adjusting to and 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 culture shock (in which the clash between the two cultures becomes apparent), to emotional overload, to instrumental adaptation (the individual either retreats into home culture, gives up the home culture altogether, or adopts part of the 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). Special Education Considerations for English Language Learners by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

acquisition planning

action research

  • In testing ELLs, refers to modifications in the testing environment or testing procedures, or modifications to the test instrument itself, that are intended to make up for a student’s lack of proficiency in the language of the test (e.g., providing extra time, oral interpretation of test directions or items, native-language versions of the test). Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

active reading strategies

adapted readers’ theater (ART)

additive bilingualism

adequate yearly progress (AYP)

advocacy

advocacy-based program evaluations

affective filter

alignment

alternative assessment

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, second edition by Wayne E. Wright

anchor chart

anglocentricity

Annual Measurable Achievement Objectives (AMAO)

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

assessment

assessment frameworks

assimilation

assimilationist discourses

authentic assessment

authentic Spanish literacy instruction

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