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

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(ELL program)
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==emergent bilingual==  
 
==emergent bilingual==  
* Student who speaks a language other than English at home and has been identified as becoming English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]]. In some contexts, this term is used in preference to [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]
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* Student who speaks a language other than English at home and has been identified as becoming English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]]. In some contexts, this term is used in preference to [[#English language learner(s) (ELLs)|English language learner]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]
  
* Students who are becoming proficient in a second or additional language. All [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] are emergent bilinguals, regardless of whether they are in a [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] or [[#English-medium program|English-medium program]]. The term “emergent bilingual” makes visible all of the languages in the learners’ linguistic repertoire, highlighting the developmental nature of and potential for [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]].  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan] and [http://caslonpublishing.com/about/staff/ Rebecca Field]
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* Students who are becoming proficient in a second or additional language. All [[#English language learner(s) (ELLs)|English language learners]] are emergent bilinguals, regardless of whether they are in a [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] or [[#English-medium program|English-medium program]]. The term “emergent bilingual” makes visible all of the languages in the learners’ linguistic repertoire, highlighting the developmental nature of and potential for [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]].  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan] and [http://caslonpublishing.com/about/staff/ Rebecca Field]
  
 
* A term used by some states and programs to indicate young students who are becoming [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]] in a second or additional language. It may be used instead of English learner. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]
 
* A term used by some states and programs to indicate young students who are becoming [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]] in a second or additional language. It may be used instead of English learner. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]
  
* An alternative label for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|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 [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and 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]
+
* An alternative label for [[#English language learner(s) (ELLs)|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 [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and 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]
  
 
==English as an additional language (EAL) students==
 
==English as an additional language (EAL) students==
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==English for the Children initiatives==
 
==English for the Children initiatives==
* Referendums put to voters in four states with large [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] populations that would place severe restrictions on [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] programs. In 1998 California voters approved [[Caslon_Language_Education_Wikimedia_(P)#Proposition 227|Proposition 227]], in 2000 Arizona voters approved [[Caslon_Language_Education_Wikimedia_(P)#Proposition 203|Proposition 203]], and in 2002 Massachusetts voters approved [[Caslon_Language_Education_Wikimedia_(Q)#Question 2|Question 2]]. An attempt to pass a similar initiative in Colorado ([[Caslon_Language_Education_Wikimedia_(A)#Amendment 31|Amendment 31]]) failed. [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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* Referendums put to voters in four states with large [[#English language learner(s) (ELLs)|ELLs]] populations that would place severe restrictions on [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] programs. In 1998 California voters approved [[Caslon_Language_Education_Wikimedia_(P)#Proposition 227|Proposition 227]], in 2000 Arizona voters approved [[Caslon_Language_Education_Wikimedia_(P)#Proposition 203|Proposition 203]], and in 2002 Massachusetts voters approved [[Caslon_Language_Education_Wikimedia_(Q)#Question 2|Question 2]]. An attempt to pass a similar initiative in Colorado ([[Caslon_Language_Education_Wikimedia_(A)#Amendment 31|Amendment 31]]) failed. [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]
  
 
==English language development (ELD)==
 
==English language development (ELD)==
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* [[Caslon_Language_Education_Wikimedia_(L)#language minority|Language minority]] students in the United States who are learning English. Also referred to as English learners (ELs) and [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learners]]. Previously referred to as [[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient (LEP)]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/about/authors/?page=3 Else Hamayan], [http://www.paridad.us/#!barbara-marler/cghd Barbara Marler], [http://www.paridad.us/#!christina-lopez/c1eap Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
 
* [[Caslon_Language_Education_Wikimedia_(L)#language minority|Language minority]] students in the United States who are learning English. Also referred to as English learners (ELs) and [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learners]]. Previously referred to as [[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient (LEP)]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/about/authors/?page=3 Else Hamayan], [http://www.paridad.us/#!barbara-marler/cghd Barbara Marler], [http://www.paridad.us/#!christina-lopez/c1eap Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
  
* A student who speaks a non-English language and is enrolled in a U.S. school. This term is generally interchangeable with English learner (EL), 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 “[[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient]]” and in need of [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|ELD]] services. Recently, this term has been replaced by “[[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learner]]” for children aged 8 and under by many national organizations and local programs. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]
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* A student who speaks a non-English language and is enrolled in a U.S. school. This term is generally interchangeable with English learner (EL), 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 “[[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient]]” and in need of [[#English language development (ELD)|ELD]] services. Recently, this term has been replaced by “[[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learner]]” for children aged 8 and under by many national organizations and local programs. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]
  
 
* The general term used to describe linguistically and culturally diverse students who have been identified as having levels of English [[Caslon_Language_Education_Wikimedia_(L)#anguage proficiency|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. [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 [http://www.thecenterweb.org/irc/pages/f_staff2.html Tamara King]
 
* The general term used to describe linguistically and culturally diverse students who have been identified as having levels of English [[Caslon_Language_Education_Wikimedia_(L)#anguage proficiency|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. [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 [http://www.thecenterweb.org/irc/pages/f_staff2.html Tamara King]
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==English language proficiency standards==
 
==English language proficiency standards==
* Descriptions of the social and [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] to succeed in school as agreed upon at the national (e.g., [[Caslon_Language_Education_Wikimedia_(T)#Teachers of English to Speakers of Other Languages (TESOL)|TESOL]]), consortium (e.g., [[Caslon_Language_Education_Wikimedia_(W)#World-Class Instructional Design and Assessment (WIDA)|WIDA]]), or state level. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.wida.us/aboutUs/staffBios/AcadLangLit/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd Diep Nguyen]
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* Descriptions of the social and [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for [[#English language learner(s) (ELLs)|English language learners]] to succeed in school as agreed upon at the national (e.g., [[Caslon_Language_Education_Wikimedia_(T)#Teachers of English to Speakers of Other Languages (TESOL)|TESOL]]), consortium (e.g., [[Caslon_Language_Education_Wikimedia_(W)#World-Class Instructional Design and Assessment (WIDA)|WIDA]]), or state level. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.wida.us/aboutUs/staffBios/AcadLangLit/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd Diep Nguyen]
  
 
==English-medium program==
 
==English-medium program==
* A program for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] that uses English as the exclusive language for instructional purposes (contrast [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] program). English-medium programs, however, can and should offer [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]] to [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] as appropriate. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan] and [http://caslonpublishing.com/about/staff/ Rebecca Field]
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* A program for [[#English language learner(s) (ELLs)|English language learners]] that uses English as the exclusive language for instructional purposes (contrast [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] program). English-medium programs, however, can and should offer [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]] to [[#English language learner(s) (ELLs)|ELLs]] as appropriate. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan] and [http://caslonpublishing.com/about/staff/ Rebecca Field]
  
 
==English-plus resolutions==
 
==English-plus resolutions==
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==Ensuring a Continuum of Services (ECOS) Team==
 
==Ensuring a Continuum of Services (ECOS) Team==
* A team of four or five individuals with expertise in [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]]/[[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual education]], general education, and [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]]. This team collaborates in information gathering, interpreting information, suggesting interventions (a continuum of services), and monitoring the progress of the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] experiencing challenges at school. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/about/authors/?page=3 Else Hamayan], [http://www.paridad.us/#!barbara-marler/cghd Barbara Marler], [http://www.paridad.us/#!christina-lopez/c1eap Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
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* A team of four or five individuals with expertise in [[#English as a second language (ESL)|ESL]]/[[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual education]], general education, and [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]]. This team collaborates in information gathering, interpreting information, suggesting interventions (a continuum of services), and monitoring the progress of the [[#English language learner(s) (ELLs)|English language learners]] experiencing challenges at school. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/about/authors/?page=3 Else Hamayan], [http://www.paridad.us/#!barbara-marler/cghd Barbara Marler], [http://www.paridad.us/#!christina-lopez/c1eap Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
  
 
==Equal Educational Opportunities Act of 1974 (EEOA)==
 
==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 [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] students overcome language barriers that impede equal participation of students in education programs. [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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* 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 [[#English language learner(s) (ELLs)|ELL]] students overcome language barriers that impede equal participation of students in education programs. [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]
  
 
==equilingual==
 
==equilingual==

Revision as of 16:12, 25 February 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

early-exit transitional bilingual program

early intervention services

echo reading

Education for All Handicapped Children Act, 1975 (P.L. 94-142)

  • The law had four purposes: “(1) to assure that all children with disabilities have available to them. . . . a free appropriate public education that emphasizes special education and related services designed to meet their unique needs; (2) to assure that the rights of children with disabilities and their parents. . . . are protected; (3) to assist states and localities to provide for the education of all children with disabilities; and (4) to assess and assure the effectiveness of efforts to educate all children with disabilities.”

educational segregation

effective school studies

elective bilingualism

Elementary and Secondary Education Act (ESEA)

ELL program

emerging bilingual

emergent 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

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

English language learner(s) (ELLs)

  • A student who speaks a non-English language and is enrolled in a U.S. school. This term is generally interchangeable with English learner (EL), 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

English language proficiency standards

English-medium program

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

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

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