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

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* The use of multiple and varied measures with input on a [[Caslon_Language_Education_Wikimedia_(F)#formative assessment|formative]] and [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative]] basis that yield [[Caslon_Language_Education_Wikimedia_(Q)#Qualitative data|qualitative]] and [[Caslon_Language_Education_Wikimedia_(Q)#Quantitative data|quantitative]] results. [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 use of multiple and varied measures with input on a [[Caslon_Language_Education_Wikimedia_(F)#formative assessment|formative]] and [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative]] basis that yield [[Caslon_Language_Education_Wikimedia_(Q)#Qualitative data|qualitative]] and [[Caslon_Language_Education_Wikimedia_(Q)#Quantitative data|quantitative]] results. [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]
  
* An assessment plan that uses a variety of reliable [[Caslon_Language_Education_Wikimedia_(F)#formative assessment|formative]] and [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative assessment]] strategies. Finding out what [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] already know and can do is the first step. Then, ongoing classroom assessments monitor growth in [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], [[Caslon_Language_Education_Wikimedia_(A)#academic achievement|academic achievement]], and [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]]. Finally, in addition to conducting standardized measures, authentic data is administered and gathered that document the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ growth over time. The system is complete when student data help district educators inform instruction and improve language education programs. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [https://www.caslonpublishing.com/about/authors/?page=4 Tamara King]
+
* An assessment plan that uses a variety of reliable [[Caslon_Language_Education_Wikimedia_(F)#formative assessment|formative]] and [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative assessment]] strategies. Finding out what [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] already know and can do is the first step. Then, ongoing classroom assessments monitor growth in [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], [[Caslon_Language_Education_Wikimedia_(A)#academic achievement|academic achievement]], and [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]]. Finally, in addition to conducting standardized measures, authentic data is administered and gathered that document the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ growth over time. The system is complete when student data help district educators inform instruction and improve language education programs. [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]
  
 
==balanced bilingual==
 
==balanced bilingual==
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* Statement, also referred to as an essential or enduring understanding, grounded in learning standards and a theme. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/landing//beeman.karen/ Karen Beeman] and [https://www.caslonpublishing.com/landing//urow.cheryl/ Cheryl Urow]
 
* Statement, also referred to as an essential or enduring understanding, grounded in learning standards and a theme. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/landing//beeman.karen/ Karen Beeman] and [https://www.caslonpublishing.com/landing//urow.cheryl/ Cheryl Urow]
  
* Broad generalizing statements, either principles (always true) or generalizations (usually true) that are developed from the concepts embedded in [[Caslon_Language_Education_Wikimedia_(C)#Common Core State Standards (CCSS)|core state standards]]. These statements of essential learning, also known as enduring understandings ([https://www.authenticeducation.org/whoweare/grant.lasso Wiggins] & [http://www.ascd.org/professional-development/oscb/faculty/McTighe-J.aspx McTighe],1998), become the focus of curriculum planning, theme development, instruction, and assessment ([http://www.thecenterweb.org/irc/pages/f_staff2.html Gordon], 2007). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [https://www.caslonpublishing.com/about/authors/?page=4 Tamara King]
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* Broad generalizing statements, either principles (always true) or generalizations (usually true) that are developed from the concepts embedded in [[Caslon_Language_Education_Wikimedia_(C)#Common Core State Standards (CCSS)|core state standards]]. These statements of essential learning, also known as enduring understandings ([https://www.authenticeducation.org/whoweare/grant.lasso Wiggins] & [http://www.ascd.org/professional-development/oscb/faculty/McTighe-J.aspx McTighe],1998), become the focus of curriculum planning, theme development, instruction, and assessment ([http://www.thecenterweb.org/irc/pages/f_staff2.html Gordon], 2007). [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]
  
 
==bi-level analysis paradigm==
 
==bi-level analysis paradigm==
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* Providing educational content in two languages. Bilingual education can take many forms, but all of these are planned educational programs that use two languages for instructional purposes. All U.S. bilingual programs aim for eventual high English-proficiency and [[Caslon_Language_Education_Wikimedia_(A)#academic achievement|academic-achievement]] levels as important goals (some bilingual programs have additional goals). The different types of bilingual education programs usually are defined by their goals and the balance of teaching time between English and the non-English language. Compare to [[Caslon_Language_Education_Wikimedia_(D)#developmental bilingual education|developmental bilingual education (DBE)]] program and [[Caslon_Language_Education_Wikimedia_(D)#dual language|dual language]] programs. [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]
 
* Providing educational content in two languages. Bilingual education can take many forms, but all of these are planned educational programs that use two languages for instructional purposes. All U.S. bilingual programs aim for eventual high English-proficiency and [[Caslon_Language_Education_Wikimedia_(A)#academic achievement|academic-achievement]] levels as important goals (some bilingual programs have additional goals). The different types of bilingual education programs usually are defined by their goals and the balance of teaching time between English and the non-English language. Compare to [[Caslon_Language_Education_Wikimedia_(D)#developmental bilingual education|developmental bilingual education (DBE)]] program and [[Caslon_Language_Education_Wikimedia_(D)#dual language|dual language]] programs. [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]
  
* Any program model that uses both the students’ [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] and the target language for instructional purposes. There are multiple ways of implementing the use of the [[Caslon_Language_Education_Wikimedia_(P)#primary language instruction|primary language instruction]] based on program philosophy and goals. The majority of U.S. bilingual programs are [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|transitional bilingual education (TBE)]] programs that provide only one to three years of [[Caslon_Language_Education_Wikimedia_(P)#primary language instruction|primary language instruction]] or support (Freeman, 2004). [[Caslon_Language_Education_Wikimedia_(L)#late-exit transitional bilingual program|Late-exit bilingual programs]], designed to use the [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] for five or more years, have proven to be more successful. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [https://www.caslonpublishing.com/about/authors/?page=4 Tamara King]
+
* Any program model that uses both the students’ [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] and the target language for instructional purposes. There are multiple ways of implementing the use of the [[Caslon_Language_Education_Wikimedia_(P)#primary language instruction|primary language instruction]] based on program philosophy and goals. The majority of U.S. bilingual programs are [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|transitional bilingual education (TBE)]] programs that provide only one to three years of [[Caslon_Language_Education_Wikimedia_(P)#primary language instruction|primary language instruction]] or support (Freeman, 2004). [[Caslon_Language_Education_Wikimedia_(L)#late-exit transitional bilingual program|Late-exit bilingual programs]], designed to use the [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] for five or more years, have proven to be more successful. [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]
  
 
* Using two languages for instructional purposes. See also [[Caslon_Language_Education_Wikimedia_(D)#dual language education|dual language bilingual education]] and [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|transitional bilingual education]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://ofeliagarcia.org/ Ofelia García],[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Susana Ibarra Johnson], and [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Kate Seltzer]
 
* Using two languages for instructional purposes. See also [[Caslon_Language_Education_Wikimedia_(D)#dual language education|dual language bilingual education]] and [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|transitional bilingual education]]. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://ofeliagarcia.org/ Ofelia García],[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Susana Ibarra Johnson], and [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Kate Seltzer]

Revision as of 20:39, 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

balanced assessment

balanced bilingual

banking model of teaching

basic interpersonal communication skills (BICS)

BASIC model

  • An acronym for Balanced Assessment and Accountability System, Inclusive and Comprehensive, a descriptive representation of the use of data in schools and language education programs by teachers and administrators for teaching, learning, and decision making that represents multiple perspectives and provides a rich portrait of students as learners. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

before, during, after (BDA)

bias

  • Tendency toward a particular ideology, result, or preference. When applied to tests, it implies that the test systematically favors or disfavors a particular group of students on a particular criterion not considered relevant for outcomes, such as race or gender. Foundations for Multilingualism in Education by Ester de Jong
  • In testing, refers to the unfair advantages or disadvantages that may be given to certain students that can affect their performance. For example, a test given in English will be biased in favor of proficient English speakers and biased against students who lack proficiency in English. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

biculturalism

  • The presence of two originally distinct cultures in some form of co-existence. A policy recognizing, fostering, or encouraging biculturalism typically emerges in countries that have emerged from a history of national or ethnic conflict in which neither side has gained complete victory.

bidirectional transfer

big idea(s)

bi-level analysis paradigm

bilingual education

  • Providing educational content in two languages. Bilingual education can take many forms, but all of these are planned educational programs that use two languages for instructional purposes. All U.S. bilingual programs aim for eventual high English-proficiency and academic-achievement levels as important goals (some bilingual programs have additional goals). The different types of bilingual education programs usually are defined by their goals and the balance of teaching time between English and the non-English language. Compare to developmental bilingual education (DBE) program and dual language programs. Young Dual Language Learners by Karen N. Nemeth

Bilingual Education Act

bilingual education teacher

bilingual immersion programs

  • For language minority students who are English dominant and native English speakers who desire to become bilingual. Students are initially instructed 90–100 percent in the non-English target language for the first two years of the program. Instruction evens out gradually to 50 percent instruction in English and 50 percent in the non-English language as students move up in grade level. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

bilingual learner


bilingual pivotal portfolio

bilingual program

bilingualism/multilingualism

  • The ability to understand and use two (or more) languages in particular contexts and for particular purposes. Bilinguals can have the same levels of proficiency in both languages (e.g., advanced in both) or different levels of proficiency (e.g., advanced in one and beginning or intermediate in the other). Bilinguals do not necessarily have the same level of proficiency in speaking, listening, reading, and writing in the languages they know. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
  • The state of being able to use two or more languages. When used informally, this term may be applied to someone who easily speaks and understands two languages very well. In school settings, the term “bilingual” often has more clearly specified criteria. Knowing and using more than two languages is called multilingualism. Young Dual Language Learners by Karen N. Nemeth

bilinguality

  • The ability to speak two languages fluently.

bilingual strategies

biliteracy/biliterate

biliteracy acompañamiento

biliteracy unit(s)

biliteracy zones/biliterate reading zones

biliterate benchmark

biliterate reading

  • The process used to make sense of texts in two languages. It involves using a reservoir of bilingual competencies, strategies, and knowledge in interaction and collaboration with others to comprehend texts. In Literacy Squared, biliterate reading instruction in K–5 bilingual classrooms includes interactive and explicit teaching of a variety of reading skills and strategies, including: foundational reading skills (e.g., concepts of print, decoding, fluency), reading comprehension skills (e.g., describe main ideas or major events in a text and central lesson, including key supporting details; distinguish elements and structure of literary and informational texts), comprehension strategies (e.g., activate prior knowledge, make predictions, make personal and intertextual connections, cognate study), and reading of a range of text types of grade-level appropriate complexity. Children are taught how to apply these skills and strategies across languages and to see similarities and language specific differences. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

biliterate writing

biliterate writing potential

biliterate writing trajectory

Bridge, the

Bridge anchor chart

bridging

Brown v. Board of Education

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