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

From Caslon Wiki
Jump to: navigation, search
(emerging bilingual)
(emergent bilingual)
Line 52: Line 52:
 
==emergent bilingual==
 
==emergent bilingual==
 
* Student who speaks a language other than English at home and has been identified as becoming English proficient. In some contexts, this term is used in preference to [[Caslon_Language_Education_Wikimedia_(E)#English language learner|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]
 
* Student who speaks a language other than English at home and has been identified as becoming English proficient. In some contexts, this term is used in preference to [[Caslon_Language_Education_Wikimedia_(E)#English language learner|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]
 +
 +
==ELL program==
 +
* Tradtionally this term has been used to refer narrowly to specially designed English-as-a-second-language programs as well as bilingual education programs. In this book, we use the terms “ELL program” or “program for ELLs” more broadly to refer to all aspects of the educational programming for ELLs at school, including the time ELLs spend in general education classes. This broader use of the term ELL program refl ects an assumption of shared responsibility for ELL education among all educators who have ELLs in their classes and schools, not only the ESL and 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]
  
 
==English as an additional language (EAL) students==
 
==English as an additional language (EAL) students==

Revision as of 17:41, 11 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

echo reading

educational segregation

effective school studies

elective bilingualism

Elementary and Secondary Education Act (ESEA)

emerging bilingual

emergent bilingual

ELL program

  • Tradtionally this term has been used to refer narrowly to specially designed English-as-a-second-language programs as well as bilingual education programs. In this book, we use the terms “ELL program” or “program for ELLs” more broadly to refer to all aspects of the educational programming for ELLs at school, including the time ELLs spend in general education classes. This broader use of the term ELL program refl ects an assumption of shared responsibility for ELL education among all educators who have ELLs in their classes and schools, not only the ESL and bilingual education specialists. English Language Learners at School by Else Hamayan and Rebecca Field

English as an additional language (EAL) students

English as a second language (ESL)

English for the Children initiatives

  • Referendums put to voters in four states with large ELL populations that would place severe restrictions on bilingual education programs. In 1998 California voters approved Proposition 227, in 2000 Arizona voters approved Proposition 203, and in 2002 Massachusetts voters approved Question 2. An attempt to pass a similar initiative in Colorado (Amendment 31) failed. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

English language development (ELD)

English language learner (ELL)

English language proficiency standards

English-plus resolutions

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

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

expanded circle

external accountability

Top