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

From Caslon Wiki
Jump to: navigation, search
(English for the Children initiatives)
(English language development programs)
Line 92: Line 92:
  
 
==English language development programs==
 
==English language development programs==
* Services included in ELD policies that may be in the form of ESL, bilingual education, sheltered English, or other adaptations and supports. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]
+
* Services included in [[#English language development (ELD)|ELD]] policies that may be in the form of [[#English as a second language (ESL)}ESL]], [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]], [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered English]], or other adaptations and supports. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]
  
 
==English language development standards==
 
==English language development standards==

Revision as of 22:08, 17 December 2015

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

early-exit transitional bilingual program

early intervention services

echo reading

educational segregation

effective school studies

elective bilingualism

Elementary and Secondary Education Act (ESEA)

ELL program

emerging bilingual

  • An alternative label for ELLs that draws attention to the other language or languages in the learners’ linguistic repertoires, situates these learners in a continuum of bilingual development, and emphasizes that a fundamental goal of programs for these learners should be to help them attain high levels of proficiency in both their home language and English. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

emergent bilingual

English as an additional language (EAL) students

English as a second language (ESL)

  • When we use the term ESL, we are describing English as a second language (ESL) as the comprehensible English instruction in which learning academic language is the goal. In some cases we use the term content-based ESL to emphasize that ESL instruction is not taught through a traditional approach in which conversational English is taught through grammar structures and discrete language skills. In comprehensible ESL instruction, the big ideas and requisite terminology of a particular content topic is the focus of the language instruction that is designed to reach English language development standards. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

English for the Children initiatives

English language development (ELD)

English language development programs

English language development standards

  • Standards used by most states to address the development of English language skills. Some states may use the ELD standards created by the World-Class Instructional Design and Assessment (WIDA) organization. Young Dual Language Learners by Karen N. Nemeth

English language learner (ELL)

  • A student who is in the process of learning English as a second/additional language. In the U.S., this term is an official designation for a bilingual learner who is identified by English language proficiency tests as in need of further English language proficiency development; this term is increasingly replacing the term “limited English proficient.” All ELLs are emergent bilinguals or bilingual learners. English Language Learners at School by Else Hamayan and Rebecca Field
  • A student who speaks a non-English language and is enrolled in a U.S. school. These terms generally are interchangeable and one or the other is prevalent in different states or districts. They are often used in educational programs and policies to identify students who are determined to be “limited English proficient” and in need of ELD services. Recently, this term has been replaced by “dual language learner” for children aged 8 and under by many national organizations and local programs. Young Dual Language Learners by Karen N. Nemeth
  • The general term used to describe linguistically and culturally diverse students who have been identified as having levels of English language proficiency that preclude them from accessing, processing, and acquiring unmodified grade-level content instruction in English (Gottlieb et al., 2007). In many states, the term English learners (ELs) is used in place of ELLs. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

English language proficiency standards

English-medium program

  • A program for English language learners that uses English as the exclusive language for instructional purposes (contrast bilingual education program). English-medium programs, however, can and should offer primary language support to ELLs as appropriate. English Language Learners at School by Else Hamayan and Rebecca Field

English-plus resolutions

ensuring a Continuum of Services (ECOS) Team

Equal Educational Opportunities Act of 1974 (EEOA)

  • A federal law that declares, “No state shall deny educational opportunities to an individual on account of his or her race, color, sex, or national origin.” Includes the mandate that educational agencies take appropriate actions to help ELL students overcome language barriers that impede equal participation of students in education programs. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

equilingual

ESEA Flexibility

  • An initiative of the Obama administration to grant relief from certain federal mandates under the No Child Left Behind Act, such as the adequate yearly progress requirements and accountability provisions of Title I, in exchange for state-negotiated accountability programs aligned with the administration’s criteria, including the creation or adoption of new college and career readiness standards and assessments.Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

ethnolinguistic vitality

European School model

Europe’s Framework Strategy for Multilingualism

evaluation

evaluation frameworks

executive functions

  • Adaptive aspects of brain function that allow a person to (for example) maintain focus despite distractions or to control shifts in attention. Executive functions are key to school success, and research has shown that they are often more highly developed in bilingual people. Young Dual Language Learners by Karen N. Nemeth

expanded circle

explanatory analysis

external accountability

extrinsic

Top