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

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* 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 [http://www.oise.utoronto.ca/cerll/FACULTY/CERLL_Faculty/Jim_Cummins/index.html James Cummins](2000). [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 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 [http://www.oise.utoronto.ca/cerll/FACULTY/CERLL_Faculty/Jim_Cummins/index.html James Cummins](2000). [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 use of language in acquiring academic content in formal schooling contexts, including specialized or technical language and discourse related to each content area. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//wagner.suzanne/ Suzanne Wagner] and [[https://www.caslonpublishing.com/landing//king.tamara/ Tamara King]
+
* The use of language in acquiring academic content in formal schooling contexts, including specialized or technical language and discourse related to each content area. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//wagner.suzanne/ Suzanne Wagner] and [https://www.caslonpublishing.com/landing//king.tamara/ Tamara King]
  
* 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. [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]
+
* 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. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/landing//wright.wayne/ Wayne E. Wright]
  
 
==accommodations==
 
==accommodations==
* In testing [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|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, [[Caslon_Language_Education_Wikimedia_(N)#native language|native-language]] versions of the test). [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]
+
* In testing [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|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, [[Caslon_Language_Education_Wikimedia_(N)#native language|native-language]] versions of the test). [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/landing//wright.wayne/ Wayne E. Wright]
  
 
==acculturation==
 
==acculturation==
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==action research==
 
==action research==
* In testing [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|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 [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in the language of the test (e.g., providing extra time, oral interpretation of test directions or items, [[Caslon_Language_Education_Wikimedia_(N)#native language|native-language]] versions of the test). [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]
+
* In testing [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|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 [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in the language of the test (e.g., providing extra time, oral interpretation of test directions or items, [[Caslon_Language_Education_Wikimedia_(N)#native language|native-language]] versions of the test). [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/landing//wright.wayne/ Wayne E. Wright]
  
 
==active reading strategies==
 
==active reading strategies==
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* The situation in which the acquisition of a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] is added to an individual or group’s linguistic skills without the loss or displacement of the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] ([[http://caslonpublishing.com/about/staff/  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(s) (ELLs)|ELL's]] primary language as a valuable resource for learning. In addition, they strive to maintain and improve the [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] of the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] while they are learning English. (See contrasting definition of  [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive bilingualism]].) [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//wagner.suzanne/ Suzanne Wagner] and [[https://www.caslonpublishing.com/landing//king.tamara/ Tamara King]
 
* The situation in which the acquisition of a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] is added to an individual or group’s linguistic skills without the loss or displacement of the [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] ([[http://caslonpublishing.com/about/staff/  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(s) (ELLs)|ELL's]] primary language as a valuable resource for learning. In addition, they strive to maintain and improve the [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] of the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] while they are learning English. (See contrasting definition of  [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive bilingualism]].) [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//wagner.suzanne/ Suzanne Wagner] and [[https://www.caslonpublishing.com/landing//king.tamara/ Tamara King]
  
* A situation in which a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] is eventually added to a student’s [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] without replacing it. [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]
+
* A situation in which a [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] is eventually added to a student’s [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] without replacing it. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/landing//wright.wayne/ Wayne E. Wright]
  
 
==adequate yearly progress (AYP)==
 
==adequate yearly progress (AYP)==
 
* Target of the percentage of students expected to score "proficient" on state test (part of [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind]] legislation) [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
 
* Target of the percentage of students expected to score "proficient" on state test (part of [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind]] legislation) [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
  
* The amount of progress a school or school district must make each year toward reaching target objectives (see [[#Annual Measurable Achievement Objectives (AMAO)|Annual Measurable Achievement Objectives (AMAO)]]) under the federal [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind Act of 2001 (NCLB)]]. Determined mainly by student scores on state-wide tests. To make AYP under [[Caslon_Language_Education_Wikimedia_(T)#Title I of the Elementary and Secondary Education Act|Title I]] of [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|NCLB]], increasingly higher percentages of students in each subgroup in each tested grade level must pass the state tests each year. To make AYP under [[Caslon_Language_Education_Wikimedia_(T)#Title III of the Elementary and Secondary Education Act|Title III]], increasingly higher percentages of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] must make progress in learning English, attain English proficiency, and also make AYP under [[Caslon_Language_Education_Wikimedia_(T)#Title I of the Elementary and Secondary Education Act|Title I]]. [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]
+
* The amount of progress a school or school district must make each year toward reaching target objectives (see [[#Annual Measurable Achievement Objectives (AMAO)|Annual Measurable Achievement Objectives (AMAO)]]) under the federal [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind Act of 2001 (NCLB)]]. Determined mainly by student scores on state-wide tests. To make AYP under [[Caslon_Language_Education_Wikimedia_(T)#Title I of the Elementary and Secondary Education Act|Title I]] of [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|NCLB]], increasingly higher percentages of students in each subgroup in each tested grade level must pass the state tests each year. To make AYP under [[Caslon_Language_Education_Wikimedia_(T)#Title III of the Elementary and Secondary Education Act|Title III]], increasingly higher percentages of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] must make progress in learning English, attain English proficiency, and also make AYP under [[Caslon_Language_Education_Wikimedia_(T)#Title I of the Elementary and Secondary Education Act|Title I]]. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/landing//wright.wayne/ Wayne E. Wright]
  
 
==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 [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
 
* 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 [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
  
* Going beyond daily teaching responsibilities to support causes and work for changes to ensure the equitable treatment of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|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 [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|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 [https://www.caslonpublishing.com/landing//wright.wayne/ Wayne E. Wright]
  
 
==advocacy-based program evaluations==
 
==advocacy-based program evaluations==
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* 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/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]   
 
* 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/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]   
  
* Refers to factors, such as fear, anxiety, shyness, and lack of motivation that can block comprehensible input and thus prevent 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 second language. [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]
+
* Refers to factors, such as fear, anxiety, shyness, and lack of motivation that can block comprehensible input and thus prevent 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 second language. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/landing//wright.wayne/ Wayne E. Wright]
  
 
==alignment==
 
==alignment==
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==analytic scoring==
 
==analytic scoring==
* A form of assessment that focuses on several aspects of a student’s performance, normally guided by a [[Caslon_Language_Education_Wikimedia_(R)#rubric(s)|rubric]] that includes separate analytic scales. For example, a [[Caslon_Language_Education_Wikimedia_(R)#rubric(s)|rubric]] to assess student writing may contain separate analytic scales for composing, style, sentence formation, usage, and mechanics. [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]
+
* A form of assessment that focuses on several aspects of a student’s performance, normally guided by a [[Caslon_Language_Education_Wikimedia_(R)#rubric(s)|rubric]] that includes separate analytic scales. For example, a [[Caslon_Language_Education_Wikimedia_(R)#rubric(s)|rubric]] to assess student writing may contain separate analytic scales for composing, style, sentence formation, usage, and mechanics. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/landing//wright.wayne/ Wayne E. Wright]
  
 
==anchor chart(s)==
 
==anchor chart(s)==
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* Annual targets related to the number of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] making progress on a [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] test, for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] being proficient on the [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] test, and the percentage of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] meeting annual yearly progress. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
 
* Annual targets related to the number of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] making progress on a [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] test, for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] being proficient on the [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] test, and the percentage of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] meeting annual yearly progress. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
  
* Targets set by each state, as required by the federal [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind Act of 2001]]. These indicate the percentage of students at each grade level expected to pass each state test under [[Caslon_Language_Education_Wikimedia_(T)#Title I of the Elementary and Secondary Education Act|Title I]], and the percentage of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] expected to make progress in learning English and attain English proficiency under [[Caslon_Language_Education_Wikimedia_(T)#Title III of the Elementary and Secondary Education Act|Title III]]. [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]
+
* Targets set by each state, as required by the federal [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind Act of 2001]]. These indicate the percentage of students at each grade level expected to pass each state test under [[Caslon_Language_Education_Wikimedia_(T)#Title I of the Elementary and Secondary Education Act|Title I]], and the percentage of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] expected to make progress in learning English and attain English proficiency under [[Caslon_Language_Education_Wikimedia_(T)#Title III of the Elementary and Secondary Education Act|Title III]]. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/landing//wright.wayne/ Wayne E. Wright]
  
 
==appropriation==
 
==appropriation==
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* The systematic planning, collecting, analyzing, and reporting of student data from a variety of sources over multiple points in time. [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]
 
* The systematic planning, collecting, analyzing, and reporting of student data from a variety of sources over multiple points in time. [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]
  
* The process of collecting and analyzing a wide variety of data from students that provides evidence of their learning and growth over an extended period. [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]
+
* The process of collecting and analyzing a wide variety of data from students that provides evidence of their learning and growth over an extended period. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/landing//wright.wayne/ Wayne E. Wright]
  
 
==assessment frameworks==
 
==assessment frameworks==
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* Ways of thinking and talking about the world that views (too much) linguistic and cultural diversity as a hindrance to sociocultural, economic, and political development.  [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
 
* Ways of thinking and talking about the world that views (too much) linguistic and cultural diversity as a hindrance to sociocultural, economic, and political development.  [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
  
* [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|Discourses]] that devalue [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs']] [[Caslon_Language_Education_Wikimedia_(H)#home language|home languages]] and cultures, seeing them as problems to overcome (also called [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolingual]] discourses). [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]
+
* [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|Discourses]] that devalue [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs']] [[Caslon_Language_Education_Wikimedia_(H)#home language|home languages]] and cultures, seeing them as problems to overcome (also called [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolingual]] discourses). [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/landing//wright.wayne/ Wayne E. Wright]
  
 
==authentic assessment==
 
==authentic assessment==

Revision as of 21:51, 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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