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

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==ELL program==
 
==ELL program==
* Tradtionally this term has been used to refer narrowly to specially designed [[#English as a second language|English as a second language]] programs, as well as [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] programs. In this book, we use the terms “[[#English language learner(s) (ELLs)|ELL]] program” or “program for [[#English language learner(s) (ELLs)|ELLs]]” more broadly to refer to all aspects of the educational programming for [[#English language learner(s) (ELLs)|ELLs]] at school, including the time [[#English language learner(s) (ELLs)|ELLs]] spend in general education classes. This broader use of the term [[#English language learner(s) (ELLs)|"ELL]] program" reflects an assumption of shared responsibility for [[#English language learner(s) (ELLs)|ELL]] education among all educators who have [[#English language learner(s) (ELLs)|ELLs]] in their classes and schools, not only the [[#English as a second-language|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] specialists. [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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* Tradtionally this term has been used to refer narrowly to specially designed [[#English as a second language|English as a second language]] programs, as well as [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] programs. In this book, we use the terms “[[#English language learner(s) (ELLs)|ELL]] program” or “program for [[#English language learner(s) (ELLs)|ELLs]]” more broadly to refer to all aspects of the educational programming for [[#English language learner(s) (ELLs)|ELLs]] at school, including the time [[#English language learner(s) (ELLs)|ELLs]] spend in general education classes. This broader use of the term [[#English language learner(s) (ELLs)|"ELL]] program" reflects an assumption of shared responsibility for [[#English language learner(s) (ELLs)|ELL]] education among all educators who have [[#English language learner(s) (ELLs)|ELLs]] in their classes and schools, not only the [[#English as a second-language|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] specialists. [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]
  
 
==English Language Proficiency Assessment for the 21st Century (ELPA21)==
 
==English Language Proficiency Assessment for the 21st Century (ELPA21)==
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* Refers to those students whose [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] is emerging. In this book it is used to refer mostly to students who are developing English, but can also be used to refer to students developing the language other than English. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://ofeliagarcia.org/ Ofelia García],[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Susana Ibarra Johnson], and [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Kate Seltzer]
 
* Refers to those students whose [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] is emerging. In this book it is used to refer mostly to students who are developing English, but can also be used to refer to students developing the language other than English. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://ofeliagarcia.org/ Ofelia García],[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Susana Ibarra Johnson], and [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Kate Seltzer]
  
* 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]
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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 [https://www.caslonpublishing.com/landing//hamayan.else.ell/ Else Hamayan] and [https://www.caslonpublishing.com/landing//field.rebecca/ 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/about/ 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/about/ Karen N. Nemeth]
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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.caslonpublishing.com/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ 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.caslonpublishing.com/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ 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 [https://www.caslonpublishing.com/landing//hamayan.else.ell/ Else Hamayan] and [https://www.caslonpublishing.com/landing//field.rebecca/ 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]
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* Students from linguistically and culturally diverse backgrounds who qualify for language support services to reach parity with their proficient English peers. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by  [https://www.caslonpublishing.com/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ Diep Nguyen]
 
* Students from linguistically and culturally diverse backgrounds who qualify for language support services to reach parity with their proficient English peers. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by  [https://www.caslonpublishing.com/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ Diep Nguyen]
  
* A student who is in the process of learning [[#English as a second language (ESL)|English as a second/additional language]]. In the United States, this term is an official designation for a [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learner]] who is identified by English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] tests as in need of further English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] development; this term is increasingly replacing the term “[[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient]].” All ELLs are [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent bilinguals]] or [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learners]].  [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 student who is in the process of learning [[#English as a second language (ESL)|English as a second/additional language]]. In the United States, this term is an official designation for a [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learner]] who is identified by English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] tests as in need of further English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] development; this term is increasingly replacing the term “[[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient]].” All ELLs are [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent bilinguals]] or [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|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]
  
 
* [[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]
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==English-medium program==
 
==English-medium program==
* 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]
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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 [https://www.caslonpublishing.com/landing//hamayan.else.ell/ Else Hamayan] and [https://www.caslonpublishing.com/landing//field.rebecca/ Rebecca Field]
  
 
==English-plus resolutions==
 
==English-plus resolutions==

Revision as of 19:45, 3 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

early-exit transitional bilingual education 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

English Language Proficiency Assessment for the 21st Century (ELPA21)

  • A consortium of states committed to supporting educators, member states, and members of the public as they adopt and implement the English Language Proficiency Standards and college- and career-ready standards. The consortium is developing an assessment system based on the English Language Proficiency Standards that will inform instruction so that all English language learners (ELLs) leave high school prepared for college and career success. www.elpa21.org

emerging bilingual

emergent bilingual(s)


  • 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

experienced bilinguals

explanatory analysis

external accountability

extrinsic

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