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

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==balanced bilingual==
 
==balanced bilingual==
* Term often used to describe someone equally fluent in two languages (at the level of an educated person) (also [[Caslon_Language_Education_Wikimedia_(A)#ambilingual|ambilingual]], [[Caslon_Language_Education_Wikimedia_(E)#equilingual|equilingual]], [[Caslon_Language_Education_Wikimedia_(M)#maximal bilinguals|maximal bilingual]], [[Caslon_Language_Education_Wikimedia_(S)#symmetrical bilingual|symmetrical bilingual]]). [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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* Term often used to describe someone equally fluent in two languages (at the level of an educated person) (also [[Caslon_Language_Education_Wikimedia_(A)#ambilingual|ambilingual]], [[Caslon_Language_Education_Wikimedia_(E)#equilingual|equilingual]], [[Caslon_Language_Education_Wikimedia_(M)#maximal bilinguals|maximal bilingual]], [[Caslon_Language_Education_Wikimedia_(S)#symmetrical bilingual|symmetrical bilingual]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/ Ester de Jong]
  
 
==banking model of teaching==
 
==banking model of teaching==
* View of teaching that stresses the expert role of a teacher in transmitting a body of knowledge to students. [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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* View of teaching that stresses the expert role of a teacher in transmitting a body of knowledge to students. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/ Ester de Jong]
  
 
==basic interpersonal communication skills (BICS)==
 
==basic interpersonal communication skills (BICS)==
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==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 [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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* 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/landing//dejong.ester/ 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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html 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. [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]
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==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 [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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* [[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/landing//dejong.ester/ 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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html 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]]. 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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
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* Children who are acquiring two or more languages at home and at school (see also [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent bilingual]]). [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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* Children who are acquiring two or more languages at home and at school (see also [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent bilingual]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/ Ester de Jong]
  
 
* A student who draws on two (or more) languages in his or her linguistic repertoire to learn. All [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] are bilingual learners.  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.ell/ Else Hamayan] and [https://www.caslonpublishing.com/landing//field.rebecca/ Rebecca Field]
 
* A student who draws on two (or more) languages in his or her linguistic repertoire to learn. All [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] are bilingual learners.  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.ell/ Else Hamayan] and [https://www.caslonpublishing.com/landing//field.rebecca/ Rebecca Field]
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* 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. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/landing//cloud.nancy/ Nancy Cloud], [https://www.caslonpublishing.com/landing//lakin.judah/ Judah Lakin], [https://www.caslonpublishing.com/landing//leininger.erin/ Erin Leininger], [https://www.caslonpublishing.com/landing//maxwell.laura/ Laura Maxwell]  
 
* 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. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/landing//cloud.nancy/ Nancy Cloud], [https://www.caslonpublishing.com/landing//lakin.judah/ Judah Lakin], [https://www.caslonpublishing.com/landing//leininger.erin/ Erin Leininger], [https://www.caslonpublishing.com/landing//maxwell.laura/ Laura Maxwell]  
  
* Competence in two languages developed by individual speakers (see also [[#bilinguality|bilinguality]]) [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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* Competence in two languages developed by individual speakers (see also [[#bilinguality|bilinguality]]) [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/ Ester de Jong]
  
 
* The ability to use two languages along a continuum that includes variations in proficiency in expressive (speaking and writing) and receptive (listening and reading) language; differences in proficiencies between the two languages; variations in proficiency between the two languages, according to the functions and purpose of use of each language; and proficiency of each language changes over time. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [http://www.colorado.edu/education/people/kathy-escamilla Kathy Escamilla], [http://www.colorado.edu/education/people/susan-hopewell Susan Hopewell], [http://www.colorado.edu/education/people/sandra-butvilofsky%C2%A0 Sandra Butvilofsky], [http://www.colorado.edu/education/people/wendy-sparrow Wendy Sparrow], [http://www.colorado.edu/education/people/lucinda-soltero-gonz%C3%A1lez Lucinda Soltero-González], [http://literacysquared.org/?page_id=185 Olivia Ruiz-Figueroa], and [http://www.colorado.edu/education/people/manuel-escamilla Manuel Escamilla]
 
* The ability to use two languages along a continuum that includes variations in proficiency in expressive (speaking and writing) and receptive (listening and reading) language; differences in proficiencies between the two languages; variations in proficiency between the two languages, according to the functions and purpose of use of each language; and proficiency of each language changes over time. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [http://www.colorado.edu/education/people/kathy-escamilla Kathy Escamilla], [http://www.colorado.edu/education/people/susan-hopewell Susan Hopewell], [http://www.colorado.edu/education/people/sandra-butvilofsky%C2%A0 Sandra Butvilofsky], [http://www.colorado.edu/education/people/wendy-sparrow Wendy Sparrow], [http://www.colorado.edu/education/people/lucinda-soltero-gonz%C3%A1lez Lucinda Soltero-González], [http://literacysquared.org/?page_id=185 Olivia Ruiz-Figueroa], and [http://www.colorado.edu/education/people/manuel-escamilla Manuel Escamilla]
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==<i>Brown v. Board of Education</i>==
 
==<i>Brown v. Board of Education</i>==
* 1954 Supreme Court ruling that segregation (of African Americans) is unconstitutional, declaring that “separate educational facilities are inherently unequal.” [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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* 1954 Supreme Court ruling that segregation (of African Americans) is unconstitutional, declaring that “separate educational facilities are inherently unequal.” [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/ Ester de Jong]
  
 
  [[#Caslon Language Education Index|Top]]
 
  [[#Caslon Language Education Index|Top]]

Revision as of 19:44, 4 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

Top