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

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* 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|assimilation]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/landing//cloud.nancy/ Nancy Cloud], [https://www.caslonpublishing.com/landing//lakin.judah/ Judah Lakin], [https://www.caslonpublishing.com/landing//leininger.erin/ Erin Leininger], [https://www.caslonpublishing.com/landing//maxwell.laura/ Laura Maxwell]  
 
* 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|assimilation]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/landing//cloud.nancy/ Nancy Cloud], [https://www.caslonpublishing.com/landing//lakin.judah/ Judah Lakin], [https://www.caslonpublishing.com/landing//leininger.erin/ Erin Leininger], [https://www.caslonpublishing.com/landing//maxwell.laura/ Laura Maxwell]  
  
* 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 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). [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]
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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 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). [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.sped/ Else Hamayan], [https://www.caslonpublishing.com/landing//marler.barbara/ Barbara Marler], [https://www.caslonpublishing.com/landing//sanchez-lopez.cristina/ Cristina Sánchez-López], and [https://www.caslonpublishing.com/landing//damico.jack/ Jack Damico]
  
 
==acquisition planning==
 
==acquisition planning==
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*The process by which or context in which a [[Caslon_Language_Education_Wikimedia_(L)#second language|second]] (or third or fourth) language is added without the loss of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] (contrast  [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive bilingualism]]). Our use of this term assumes a dynamic, developmental, recursive notion of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]]. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.ell/ Else Hamayan] and [https://www.caslonpublishing.com/landing//field.rebecca/ Rebecca Field]
 
*The process by which or context in which a [[Caslon_Language_Education_Wikimedia_(L)#second language|second]] (or third or fourth) language is added without the loss of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] (contrast  [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive bilingualism]]). Our use of this term assumes a dynamic, developmental, recursive notion of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]]. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.ell/ Else Hamayan] and [https://www.caslonpublishing.com/landing//field.rebecca/ Rebecca Field]
  
* The process describing the acquisition of a [[Caslon_Language_Education_Wikimedia_(S)#second language|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]
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* The process describing the acquisition of a [[Caslon_Language_Education_Wikimedia_(S)#second language|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 [https://www.caslonpublishing.com/landing//hamayan.else.sped/ Else Hamayan], [https://www.caslonpublishing.com/landing//marler.barbara/ Barbara Marler], [https://www.caslonpublishing.com/landing//sanchez-lopez.cristina/ Cristina Sánchez-López], and [https://www.caslonpublishing.com/landing//damico.jack/ 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 [https://www.caslonpublishing.com/landing//nemeth.karen/ 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 [https://www.caslonpublishing.com/landing//nemeth.karen/ Karen N. Nemeth]
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* Examination of data systematically collected in educational programs determined by consensus of constituents involved in the decision-making process. [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/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ Diep Nguyen]
 
* Examination of data systematically collected in educational programs determined by consensus of constituents involved in the decision-making process. [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/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ Diep Nguyen]
  
* Performance-based assessment of what students know and can do with content and language during actual tasks in real-life contexts. Authentic assessments often stand in contrast to [[Caslon_Language_Education_Wikimedia_(N)#norm-referenced test|norm-referenced standardized tests]]. [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]
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* Performance-based assessment of what students know and can do with content and language during actual tasks in real-life contexts. Authentic assessments often stand in contrast to [[Caslon_Language_Education_Wikimedia_(N)#norm-referenced test|norm-referenced standardized tests]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.sped/ Else Hamayan], [https://www.caslonpublishing.com/landing//marler.barbara/ Barbara Marler], [https://www.caslonpublishing.com/landing//sanchez-lopez.cristina/ Cristina Sánchez-López], and [https://www.caslonpublishing.com/landing//damico.jack/ Jack Damico]
  
 
==authentic Spanish literacy instruction==
 
==authentic Spanish literacy instruction==

Revision as of 20:00, 7 November 2016

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

  • 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

  • The level of proficiency required to participate and achieve in content-area instruction, generally measured by some form of assessment. In contrast to more easily attained conversational or informal fluency, academic language proficiency may take six years or more to attain, according to James Cummins(2000). Young Dual Language Learners by Karen N. Nemeth
  • Refers to the level of language proficiency students need to successfully comprehend and perform grade-level academic tasks. This term is problematic, however, because the level of proficiency needed varies widely and depends on the tasks and the language demands. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

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

  • 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

active reading strategies

adapted readers’ theater (ART)

  • Instructional strategy used to introduce a text students will read. The teacher orally paraphrases the text while acting out key parts and inviting students to join in as she repeats the actions. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

additive bilingualism


adequate yearly progress (AYP)

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, second edition by Wayne E. Wright

advocacy-based program evaluations

affective filter

alignment

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, second edition by Wayne E. Wright

anchor chart(s)


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

  • The multiple forms of assessment that evaluate students’ learning and their attitudes and approaches toward learning during instructionally relevant activities—for example, using a rubric to assess students’ language use during a social studies lesson. Authentic assessment reflects good instructional practices and the kinds of skills and knowledge useful to students in performing daily life and school activities.Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

authentic Spanish literacy instruction

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