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

From Caslon Wiki
Jump to: navigation, search
(biliteracy/biliterate)
(balanced approach)
 
(40 intermediate revisions by the same user not shown)
Line 26: Line 26:
 
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
 
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
 
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]
 
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]
 +
 +
==balanced approach==
 +
* An approach to literacy instruction that recognizes the need for some direct instruction in reading skills but emphasizes the importance of providing such instruction in meaningful contexts to ensure that students are able to comprehend and use what they read for authentic purposes. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 +
 +
*An approach to literacy instruction that balances attention to reading and writing and includes modeled, shared, and guided reading and writing instruction prior to expectations of independent reading and writing. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
  
 
==balanced assessment==
 
==balanced assessment==
 
* 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/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and 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/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and 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.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
+
* An assessment plan that uses a variety of reliable [[Caslon_Language_Education_Wikimedia_(F)#formative assessment(s)|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/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
  
 
==balanced bilingual==
 
==balanced bilingual==
Line 42: Line 47:
  
 
==basic interpersonal communication skills (BICS)==
 
==basic interpersonal communication skills (BICS)==
* A term coined by [http://www.oise.utoronto.ca/cerll/FACULTY/CERLL_Faculty/Jim_Cummins/index.html Jim Cummins]that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is acquired through face-to-face communication and that is necessary for social interactions, including those that occur in a classroom. This type of [[Caslon_Language_Education_Wikimedia_(C)#conversational fluency/conversational language proficiency|conversational language proficiency]] is both context embedded (the context makes the meaning clear) and cognitively undemanding (the concept is easily acquired). BICS or [[Caslon_Language_Education_Wikimedia_(C)#conversational fluency/conversational language proficiency|conversational language proficiency]] develops relatively quickly, usually within two years, provided the learner has access to English speakers (see [[Caslon_Language_Education_Wikimedia_(C)#cognitive academic language proficiency (CALP)|CALP]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]
+
* A term coined by [https://www.casloncommunity.com/resources/187/ Jim Cummins]that refers to the type of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] that is acquired through face-to-face communication and that is necessary for social interactions, including those that occur in a classroom. This type of [[Caslon_Language_Education_Wikimedia_(C)#conversational fluency/conversational language proficiency|conversational language proficiency]] is both context embedded (the context makes the meaning clear) and cognitively undemanding (the concept is easily acquired). BICS or [[Caslon_Language_Education_Wikimedia_(C)#conversational fluency/conversational language proficiency|conversational language proficiency]] develops relatively quickly, usually within two years, provided the learner has access to English speakers (see [[Caslon_Language_Education_Wikimedia_(C)#cognitive academic language proficiency (CALP)|CALP]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]
  
* The first stage of the course of language development for English language learners/emergent bilinguals as explained by Cummins (1981). It is followed by cognitive academic language proficiency (CALP). This formulation was very helpful in alerting educators to the possibility that second language learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–CALP sequence is neither universal nor inevitable. From 2.4 (Snow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
+
* The first stage of the course of language development for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]]/[[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual(s)(EB(s))|emergent bilinguals]] as explained by [https://www.casloncommunity.com/resources/187/ Cummins] (1981). It is followed by [[Caslon_Language_Education_Wikimedia_(C)#cognitive academic language proficiency (CALP)|cognitive academic language proficiency (CALP)]]. This formulation was very helpful in alerting educators to the possibility that [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] learners who sounded fluent might still struggle with many language tasks. Nonetheless, it was widely unrecognized that the BICS–[[Caslon_Language_Education_Wikimedia_(C)#cognitive academic language proficiency (CALP)|CALP]] sequence is neither universal nor inevitable. From 2.4 ([https://www.casloncommunity.com/resources/502/ Snow]) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==basic interpersonal communication skills (BICS)–cognitive academic language proficiency (CALP) distinction==
 
==basic interpersonal communication skills (BICS)–cognitive academic language proficiency (CALP) distinction==
* This distinction, stemming from the work of Jim Cummins (e.g., Cummins, 1986), is based on the notion that school language is more cognitively challenging than “basic” communication because it is decontextualized. Other scholars, (e.g., Gee, 2000), contend that all language is contextual and embedded in social relationships. From 2.8 (Wiley and Wright) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
+
* This distinction, stemming from the work of [https://www.casloncommunity.com/resources/187/ Jim Cummins] (e.g., [https://www.casloncommunity.com/resources/187/ Cummins], 1986), is based on the notion that school language is more cognitively challenging than “basic” communication because it is decontextualized. Other scholars, (e.g., [https://www.casloncommunity.com/resources/417/ Gee], 2000), contend that all language is contextual and embedded in social relationships. From 2.8 ([https://www.casloncommunity.com/resources/513/ Wiley] and [https://www.casloncommunity.com/resources/516/ Wright]) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==BASIC model==
 
==BASIC model==
Line 53: Line 58:
  
 
==before, during, after (BDA)==
 
==before, during, after (BDA)==
* In literacy instruction, refers to strategies used before, during, and after reading a text to maximize students’ comprehension. Also referred to as into, through, and beyond. [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/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* In [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction, refers to strategies used before, during, and after reading a text to maximize students’ comprehension. Also referred to as <i>into, through,</i> and <i>beyond</i>. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==bias==  
 
==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. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
 
* 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. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  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. [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/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* 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. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ 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==
 
==bidirectional transfer==
Line 69: Line 71:
 
* 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/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and 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/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and 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.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
+
* 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 ([https://www.casloncommunity.com/resources/208/ 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/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
  
 
==bi-level analysis paradigm==
 
==bi-level analysis paradigm==
Line 75: Line 77:
  
 
==bilingual-as-resource orientation==
 
==bilingual-as-resource orientation==
* A shield that helped teachers and administrators negotiate “top-down” reforms and protect programming for emerging bilinguals from external pressures. From 4.3 (de Jong and Gort) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
+
* A shield that helped teachers and administrators negotiate “top-down” reforms and protect programming for emerging bilinguals from external pressures. From 4.3 ([https://www.casloncommunity.com/resources/189/ de Jong] and [https://www.casloncommunity.com/resources/420/ Gort]) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==bilingual education==
 
==bilingual education==
Line 86: Line 88:
 
* 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/titles/14/young-dual-language-learners/authors/ 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/titles/14/young-dual-language-learners/authors/ 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.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and 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 ([https://www.casloncommunity.com/resources/197/ 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/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and 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://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and 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://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
  
* A program that promotes the full development of two languages. A high-quality version goes beyond just leveraging the native language of students in service of better English outcomes. It provides robust context to promote the demands of content and language learning by allowing students to use all their linguistic and cultural resources, while also preparing children to function in a global society. From 1.6 (Brisk and Proctor) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
+
* A program that promotes the full development of two languages. A high-quality version goes beyond just leveraging the native language of students in service of better English outcomes. It provides robust context to promote the demands of content and language learning by allowing students to use all their linguistic and cultural resources, while also preparing children to function in a global society. From 1.6 ([https://www.casloncommunity.com/resources/389/ Brisk] and [https://www.casloncommunity.com/resources/489/ Proctor]) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
* Programs structured to build on students’ strengths in their home and new languages, and guide them toward the goals of content learning and biliteracy development. From 1.10 (Beeman and Urow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
+
* Programs structured to build on students’ strengths in their [[Caslon_Language_Education_Wikimedia_(H)#home language(s)|home]] and new languages, and guide them toward the goals of content learning and biliteracy development. From 1.10 ([https://www.casloncommunity.com/resources/379/ Beeman] and [https://www.casloncommunity.com/resources/247/ Urow]) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
* A focus on coordinating instruction across environments so that what is learned in one language will aid learning in the other and is not duplicative. From 4.11 (Butvilofsky, Hopewell, and Escamilla) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
+
* A focus on coordinating instruction across environments so that what is learned in one language will aid learning in the other and is not duplicative. From 4.11 ([https://www.casloncommunity.com/resources/400/ Butvilofsky], [https://www.casloncommunity.com/resources/390/ Hopewell], and [https://www.casloncommunity.com/resources/194/ Escamilla]) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==Bilingual Education Act==
 
==Bilingual Education Act==
 
* [[Caslon_Language_Education_Wikimedia_(T)#Title VII of the Elementary and Secondary Education Act|Title VII of the Elementary and Secondary Education Act]] funding bilingual education at the federal level between 1968 and 2000. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
 
* [[Caslon_Language_Education_Wikimedia_(T)#Title VII of the Elementary and Secondary Education Act|Title VII of the Elementary and Secondary Education Act]] funding bilingual education at the federal level between 1968 and 2000. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
  
* Added in 1968 as [[Caslon_Language_Education_Wikimedia_(T)#Title VII of the Elementary and Secondary Education Act|Title VII of the Elementary and Secondary Education Act]]. Before passage of the [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind Act]], it provided federal support for bilingual and other programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] and their families through competitive grants. [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/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* Added in 1968 as [[Caslon_Language_Education_Wikimedia_(T)#Title VII of the Elementary and Secondary Education Act|Title VII of the Elementary and Secondary Education Act (ESEA)]]. Before passage of the [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind (NCLB) Act]], it provided federal support for bilingual and other programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] and their families through competitive grants. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==bilingual education teacher==
 
==bilingual education teacher==
Line 105: Line 107:
  
 
==bilingual first language acquisition==
 
==bilingual first language acquisition==
* A way to describe the language development of simultaneous bilinguals (Potowski, 2013). From 1.10 (Beeman and Urow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
+
* A way to describe the language development of simultaneous bilinguals ([https://lcsl.uic.edu/hispanic-italian/faculty-instructors/hispanic-linguistics/kim-potowski Potowski], 2013). From 1.10 ([https://www.casloncommunity.com/resources/379/ Beeman] and [https://www.casloncommunity.com/resources/247/ Urow]) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
==bilingual immersion programs==
+
==bilingual immersion==
* For [[Caslon_Language_Education_Wikimedia_(L)#language minority|language minority]] students who are English dominant and native English speakers who desire to become [[#bilingualism/multilingualism|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. [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/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* Describes programs that target [[Caslon_Language_Education_Wikimedia_(L)#language minority|language minority]] students who are English dominant and [[Caslon_Language_Education_Wikimedia_(N)#native English speakers|native English speakers]] who desire to become bilingual. Students are initially instructed 90%–100% in the non-English target language for the first 2 years of the program. Instruction evens out gradually to 50% instruction in English and 50% in the non-English language as students move up in grade level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==bilingual learner(s) (BLs)==
 
==bilingual learner(s) (BLs)==
Line 120: Line 122:
  
 
==bilingual pivotal portfolio==
 
==bilingual pivotal portfolio==
* The cumulative collection of common formative and [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative assessment]] information, exemplified by student original work samples designed to illustrate individual student’s progress and achievement in [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]], [[Caslon_Language_Education_Wikimedia_(A)#academic achievement|academic achievement]], and [[Caslon_Language_Education_Wikimedia_(C)#cross-cultural competence|cross-cultural competence]] from year to year, during their participation in language education programs. [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 cumulative collection of common [[Caslon_Language_Education_Wikimedia_(F)#formative assessment(s)|formative]] and [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative assessment]] information, exemplified by student original work samples designed to illustrate individual student’s progress and achievement in [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]], [[Caslon_Language_Education_Wikimedia_(A)#academic achievement|academic achievement]], and [[Caslon_Language_Education_Wikimedia_(C)#cross-cultural competence|cross-cultural competence]] from year to year, during their participation in language education programs. [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]
  
 
==bilingual program==
 
==bilingual program==
* A program that uses two languages for instruction. In bilingual programs in the United States, [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] receive content instruction in their [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] and [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language]] instruction. There are different types of bilingual education programs, including [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|transitional bilingual education (TBE)]], [[Caslon_Language_Education_Wikimedia_(D)#developmental bilingual education (DBE)|developmental bilingual education (DBE)]], and [[Caslon_Language_Education_Wikimedia_(D)#dual language|dual language]] or [[Caslon_Language_Education_Wikimedia_(T)#two-way-immersion (TWI)|two-way immersion programs (TWI)]]. The differences stem from the length of time students are placed in the program and how dedicated the program is to cultivating lasting knowledge and growth in the [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]]. [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|TBE programs]] use the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] temporarily, and the goal is to transition to English, whereas [[Caslon_Language_Education_Wikimedia_(D)#developmental bilingual education (DBE)|DBE programs]] aim to maintain the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] while developing proficiency in English. Like [[Caslon_Language_Education_Wikimedia_(D)#developmental bilingual education (DBE)|DBE programs]], [[Caslon_Language_Education_Wikimedia_(D)#dual language|dual language]] or [[Caslon_Language_Education_Wikimedia_(T)#two-way-immersion (TWI)|two-way immersion programs]] also seek to promote [[#bilingualism/multilingualism|bilingualism]], [[#biliteracy/biliterate|biliteracy]], and [[#biculturalism|biculturalism]] for all students enrolled. (see [[Caslon_Language_Education_Wikimedia_(D)#dual language program|dual language program]]; see [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)|two-way immersion program]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]
+
* A program that uses two languages for instruction. In bilingual programs in the United States, [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] receive content instruction in their [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] and [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language]] instruction. There are different types of [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] programs, including [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|transitional bilingual education (TBE)]], [[Caslon_Language_Education_Wikimedia_(D)#developmental bilingual education (DBE)|developmental bilingual education (DBE)]], and [[Caslon_Language_Education_Wikimedia_(D)#dual language|dual language]] or [[Caslon_Language_Education_Wikimedia_(T)#two-way-immersion (TWI)|two-way immersion programs (TWI)]]. The differences stem from the length of time students are placed in the program and how dedicated the program is to cultivating lasting knowledge and growth in the [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]]. [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|TBE programs]] use the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] temporarily, and the goal is to transition to English, whereas [[Caslon_Language_Education_Wikimedia_(D)#developmental bilingual education (DBE)|DBE programs]] aim to maintain the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] while developing proficiency in English. Like [[Caslon_Language_Education_Wikimedia_(D)#developmental bilingual education (DBE)|DBE programs]], [[Caslon_Language_Education_Wikimedia_(D)#dual language|dual language]] or [[Caslon_Language_Education_Wikimedia_(T)#two-way-immersion (TWI)|two-way immersion programs]] also seek to promote [[#bilingualism/multilingualism|bilingualism]], [[#biliteracy/biliterate|biliteracy]], and biculturalism for all students enrolled. (see [[Caslon_Language_Education_Wikimedia_(D)#dual language program(s)|dual language program]]; see [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)|two-way immersion program]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]
  
 
* Teaching academic content in two languages, generally in a [[Caslon_Language_Education_Wikimedia_(N)#native language|native]] and [[Caslon_Language_Education_Wikimedia_(S)#second language|secondary language]] (though some students may enter as [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilinguals]]) with varying amounts of each language used in accordance with the program model. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
 
* Teaching academic content in two languages, generally in a [[Caslon_Language_Education_Wikimedia_(N)#native language|native]] and [[Caslon_Language_Education_Wikimedia_(S)#second language|secondary language]] (though some students may enter as [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilinguals]]) with varying amounts of each language used in accordance with the program model. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
Line 147: Line 149:
 
==bilingual strategies==
 
==bilingual strategies==
 
* Observable [[Caslon_Language_Education_Wikimedia_(C)#cross-language connections|cross-linguistic]] strategies that [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emerging bilingual]] writers demonstrate as they transfer knowledge and abilities from one language to the other. [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
 
* Observable [[Caslon_Language_Education_Wikimedia_(C)#cross-language connections|cross-linguistic]] strategies that [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emerging bilingual]] writers demonstrate as they transfer knowledge and abilities from one language to the other. [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
 +
* Refers to the use of [[Caslon_Language_Education_Wikimedia_(T)#translanguaging|translanguaging]] and other strategies for providing support for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] in their [[Caslon_Language_Education_Wikimedia_(H)#home language(s)|home language]] during language and academic content-area instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==biliteracy/biliterate==
 
==biliteracy/biliterate==
Line 158: Line 161:
  
 
* Ultimately, a higher and more sophisticated form of literacy than monoliteracy. As such, it ought to be our goal that all students become biliterate. From 2.2 (Hopewell and Escamilla) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
 
* Ultimately, a higher and more sophisticated form of literacy than monoliteracy. As such, it ought to be our goal that all students become biliterate. From 2.2 (Hopewell and Escamilla) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
 +
 +
* An integrative view of reading, writing, listening, and speaking within and across two languages. From 4.2 (Hilliard, Mulcahy, and Yanguas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==biliteracy acompañamiento==
 
==biliteracy acompañamiento==
 
* At all times, even when students are reading or producing [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolingual]] texts, they are using all their language resources, including the other language, to make meaning. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
 
* At all times, even when students are reading or producing [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolingual]] texts, they are using all their language resources, including the other language, to make meaning. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
 +
 +
==biliteracy instruction==
 +
* Coordinating instruction across environments so that what is learned in one language will aid in learning the other and is not duplicative. From 4.11 (Butvilofsky, Hopewell, and Escamilla) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==biliteracy unit(s)==
 
==biliteracy unit(s)==
Line 185: Line 193:
 
==Bridge, the==
 
==Bridge, the==
 
* The instructional moment in teaching for [[#biliteracy/biliterate|biliteracy]] when teachers bring the two languages together, guiding students to actively engage in [[Caslon_Language_Education_Wikimedia_(C)#contrastive analysis|contrastive analysis]] of the two languages by visually placing them side by side and to transfer the academic content they have learned in one language to the other language. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
 
* The instructional moment in teaching for [[#biliteracy/biliterate|biliteracy]] when teachers bring the two languages together, guiding students to actively engage in [[Caslon_Language_Education_Wikimedia_(C)#contrastive analysis|contrastive analysis]] of the two languages by visually placing them side by side and to transfer the academic content they have learned in one language to the other language. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
 +
 +
* A purposefully carved out instructional moment when the two languages are intentionally placed together. It encourages students to compare and contrast their two languages (e.g., communication–comunicación) and develop metalinguistic awareness. From 1.10 (Beeman and Urow) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==Bridge anchor chart==
 
==Bridge anchor chart==

Latest revision as of 19:14, 19 July 2019

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 approach

  • An approach to literacy instruction that recognizes the need for some direct instruction in reading skills but emphasizes the importance of providing such instruction in meaningful contexts to ensure that students are able to comprehend and use what they read for authentic purposes. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

balanced assessment

balanced bilingual

banking model of teaching

baseline data

basic interpersonal communication skills (BICS)

basic interpersonal communication skills (BICS)–cognitive academic language proficiency (CALP) distinction

BASIC model

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, third edition by Wayne E. Wright

bidirectional transfer

big idea(s)

bi-level analysis paradigm

bilingual-as-resource orientation

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 first language acquisition

bilingual immersion

bilingual learner(s) (BLs)

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 instruction

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

Top