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

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(academic language proficiency)
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* The processing and use of language, including vocabulary, in social and academic settings, multiple meanings, [[Caslon_Language_Education_Wikimedia_(R)#register|register]], pragmatics, and sociocultural nuances, as well as the quantity and quality of [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], that help define [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]]’ position on the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition continuum. [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/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
 
* The processing and use of language, including vocabulary, in social and academic settings, multiple meanings, [[Caslon_Language_Education_Wikimedia_(R)#register|register]], pragmatics, and sociocultural nuances, as well as the quantity and quality of [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourse]], that help define [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]]’ position on the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition continuum. [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/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
  
* The type of language proficiency required to participate and achieve in content-area instruction (contrast [[Caslon_Language_Education_Wikimedia_(C)#conversational fluency/conversational language proficiency|conversational fluency]]). There are different varieties of academic English associated with different content areas (such as the language of science, social studies, and math). According to research, it may take at least 5 and up to 11 years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] to acquire the academic English proficiency they need for academic success in U.S. schools. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(C)#cognitive academic language proficiency (CALP)|cognitive academic language proficiency (CALP)]] in his earlier work to refer to this idea. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
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* The type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] required to participate and achieve in content-area instruction (contrast [[Caslon_Language_Education_Wikimedia_(C)#conversational fluency/conversational language proficiency|conversational fluency]]). There are different varieties of academic English associated with different content areas (such as the language of science, social studies, and math). According to research, it may take at least 5 and up to 11 years for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] to acquire the academic English proficiency they need for academic success in U.S. schools. [https://www.casloncommunity.com/resources/187/ Cummins] used the term [[Caslon_Language_Education_Wikimedia_(C)#cognitive academic language proficiency (CALP)|cognitive academic language proficiency (CALP)]] in his earlier work to refer to this idea. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ 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 [[Caslon_Language_Education_Wikimedia_(C)#conversational fluency/conversational language proficiency|conversational]] or informal fluency, academic language proficiency may take six years or more to attain, according to [https://www.casloncommunity.com/resources/187/ James Cummins](2000). [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ 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 [[Caslon_Language_Education_Wikimedia_(C)#conversational fluency/conversational language proficiency|conversational]] or informal fluency, academic language proficiency may take six years or more to attain, according to [https://www.casloncommunity.com/resources/187/ James Cummins](2000). [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]

Revision as of 19:38, 24 February 2017

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

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

acquisition planning

action research

active reading strategies

adapted readers’ theater (ART)

additive bilingualism

adequate yearly progress (AYP)

advancing bilingual strand

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)

apprenticeship

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

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

assessment

assessment frameworks

assimilation

assimilationist discourses

authentic assessment

authentic Spanish literacy instruction

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