Caslon Language Education Wikimedia (A)

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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

academic language register


  • 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


  • 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, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

acquisition planning

action research

active reading strategies

adapted readers’ theater (ART)

additive bilingualism

adequate yearly progress (AYP)

advancing bilingual strand


  • 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


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(s)


annual measurable achievement objectives (AMAO)




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

Assessing Comprehension and Communication in English State-to-State (ACCESS) test


assessment frameworks


assimilationist discourses

authentic assessment

authentic Spanish literacy instruction