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

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(Annual Measurable Achievement Objectives (AMAO))
(Annual Measurable Achievement Objectives (AMAO))
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==Annual Measurable Achievement Objectives (AMAO)==
 
==Annual Measurable Achievement Objectives (AMAO)==
* Annual targets related to the number of [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]] making progress on a language profi ciency test, for ELLs being proficient on the language proficiency test, and the percentage of [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]] meeting annual yearly progress.[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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* Annual targets related to the number of [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]] making progress on a language proficiency test, for [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]] being proficient on the language proficiency test, and the percentage of [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]] meeting annual yearly progress.[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]
 
* Targets set by each state, as required by the federal No Child Left Behind Act of 2001. These indicate the percentage of students at each grade level expected to pass each state test under Title I, and the percentage of ELLs expected to make progress in learning English and attain English proficiency under 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 No Child Left Behind Act of 2001. These indicate the percentage of students at each grade level expected to pass each state test under Title I, and the percentage of ELLs expected to make progress in learning English and attain English proficiency under 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]
  

Revision as of 20:48, 6 November 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

  • Language features and functions associated with formal schooling, including the language for learning subject matter. Foundations for Multilingualism in Education by Ester de Jong
  • The processing and use of language, including vocabulary in social and academic settings, multiple meanings, register, pragmatics, and sociocultural nuances as well as the quantity and quality of discourse, that help define English language learners’ position on the second language acquisition continuum. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen
  • The type of language proficiency required to participate and achieve in content area instruction (contrast conversational fluency). There are different varieties of academic English associated with different content areas (such as the language of science, of social studies, of math). According to research, it may take at least five to seven years and up to eleven years for ELLs to acquire the academic English proficiency they need for academic success in U.S. schools. Cummins used the term cognitive academic language proficiency (CALP) in his earlier work to refer to this idea. English Language Learners at School by Else Hamayan and Rebecca Field
  • 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 6–8 years or more to attain, according to James Cummins(2000). Young Dual Language Learners by 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 (Gottlieb et al., 2007). Implementing Effective Instruction for English Language Learners by Suzanne Wagner and 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. 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

  • 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)

  • Annual targets related to the number of ELLs making progress on a language proficiency test, for ELLs being proficient on the language proficiency test, and the percentage of ELLs meeting annual yearly progress.Foundations for Multilingualism in Education by Ester de Jong
  • Targets set by each state, as required by the federal No Child Left Behind Act of 2001. These indicate the percentage of students at each grade level expected to pass each state test under Title I, and the percentage of ELLs expected to make progress in learning English and attain English proficiency under Title III. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

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