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

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* A form of language education that serves [[#English language learner (ELL)|English language learners]] from multiple language backgrounds with the goal of full development in [[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] (English). [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]
 
* A form of language education that serves [[#English language learner (ELL)|English language learners]] from multiple language backgrounds with the goal of full development in [[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] (English). [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]
  
* Developmentally appropriate English language instruction tailored to [[#English language learner (ELL)|English language learners]]’ level of English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]]; also known as [[#English language development (ELD)|English language development (ELD)]]. While [[#English language learner (ELL)|English language learners ]]receive [[#English as a second language (ESL)|ESL]]/[[#English language development (ELD)|ELD]] instruction, they also receive content instruction from other sources (e.g., a [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|bilingual program]], mainstream classes). There are different types of [[#English as a second language (ESL)|ESL]] classes, including [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]], [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]], or [[Caslon_Language_Education_Wikimedia_(S)#self-contained second language programs|self-contained]]. [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|Sheltered instruction programs]] are another type of English-only program associated with the term [[#English as a second language (ESL)|ESL]]. [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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* Developmentally appropriate English language instruction tailored to [[#English language learner (ELL)|English language learners]]’ level of English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]]; also known as [[#English language development (ELD)|English language development (ELD)]]. While [[#English language learner (ELL)|English language learners ]] receive [[#English as a second language (ESL)|ESL]]/[[#English language development (ELD)|ELD]] instruction, they also receive content instruction from other sources (e.g., a [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|bilingual program]], mainstream classes). There are different types of [[#English as a second language (ESL)|ESL]] classes, including [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]], [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]], or [[Caslon_Language_Education_Wikimedia_(S)#self-contained second language programs|self-contained]]. [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|Sheltered instruction programs]] are another type of English-only program associated with the term [[#English as a second language (ESL)|ESL]]. [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]
  
 
* Referring to programs or classes that target students identified as [[#English language learner (ELL)|English language learners]], with the goal of promoting the language development and social integration of these students. [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]
 
* Referring to programs or classes that target students identified as [[#English language learner (ELL)|English language learners]], with the goal of promoting the language development and social integration of these students. [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]

Revision as of 19:03, 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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