Caslon Language Education Wikimedia (B)

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Caslon Language Education Index

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

balanced assessment

BASIC model

  • An acronym for “A 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

balanced bilingual

banking model of teaching

basic interpersonal communication skills (BICS)

  • A term coined by Jim Cumminsthat refers to the type of 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 conversational language proficiency is both context embedded (the context makes the meaning clear) and cognitively undemanding (the concept is easily acquired). BICS or conversational language proficiency develops relatively quickly, usually within two years, provided the learner has access to English speakers (see CALP). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

before

  • add here

bias=

  • Tendency toward a particular ideology, result, or preference. When applied to tests, it implies that the test systematically advantages or disadvantages 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

bidirectional transfer

big idea

Bilingual Education Act

bilingual learner

bilingual pivotal portfolio

  • The cumulative collection of common formative and summative assessment information, exemplified by student original work samples designed to illustrate individual student’s progress and achievement in language proficiency, academic achievement, and cross-cultural competence from year to year, during their participation in language education programs. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

bilingual program

  • A program that uses two languages for instruction. In bilingual programs in the United States, English language learners receive content instruction in their native language and English as a second language instruction. There are different types of bilingual education programs, including transitional bilingual education (TBE), developmental bilingual education (DBE), and dual-language or 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 primary language. TBE programs use the native language temporarily, and the goal is to transition to English, whereas DBE programs aim to maintain the native language while developing proficiency in English. Like DBE programs, dual language or two-way immersion programs also seek to promote bilingualism, biliteracy, and biculturalism for all students enrolled. (see dual–language program; see two-way immersion program). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

bilingualism/multilingualism

bilingual strategies

biliteracy

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. 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

  • A framework for documenting patterns of development and growth in Spanish and English writing for emerging bilingual children who are receiving paired literacy instruction. Children’s writing achievement is expressed in terms of biliterate development rather than by grade levels or other monolingual norms that separate the two languages. It is also hypothesized that students’ Spanish writing will be ahead of their English writing; however each child’s writing development is unique. Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

Bridge, the

  • The instructional moment in teaching for biliteracy when teachers bring the two languages together, guiding students to actively engage in 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. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Bridge anchor chart

bridging

Brown v. Board of Education

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