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

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(adequate yearly progress (AYP))
(advocacy)
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==advocacy==
 
==advocacy==
* Organized efforts and actions to create a just, decent society.[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]
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* Organized efforts and actions to create a just, decent society. [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]
 
* 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. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
 
* 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. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
  

Revision as of 17:40, 14 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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